Senior High School

L
Quarter 1
Lesson Exemplar in Unit

General Mathematics 2
Lesson Exemplar for General Mathematics
Quarter 1: Unit 1

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Far Eastern University

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Learning Area Specialist
Wilson R. Santiago

BLD Learning Area Specialist

 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

LESSON EXEMPLAR
Learning Area: GENERAL MATHEMATICS Grade Level: 11

Semester: FIRST Quarter: FIRST Unit: 2

I. OBJECTIVES

Content Standard The learners demonstrate knowledge and understanding of patterns, arithmetic and geometric sequences.

Performance Standard The learners are able to describe and present how they use sequences and series to make informed decisions on real-
life situations involving earning money, buying and selling, acquiring loans, making investments, and planning
purchases.
Learning The learners…
Competencies 1. describe patterns by inspection including patterns in art and nature.
2. determine the next term of a given pattern, including Fibonacci sequence.
3. identify the rule of a given pattern
4. illustrate the attributes of arithmetic and geometric sequences.
5. solve problems involving arithmetic and geometric sequences.
6. differentiate sequences from series.
7. illustrate arithmetic and geometric series.
8. represent series using sigma notation and vice versa
9. find the sum of arithmetic and geometric series.
10. solve problems involving arithmetic and geometric series.
II. REFERENCES and Online Sources
MATERIALS Cuemath. (n.d.). Sequence and series. https://www.cuemath.com/numbers/sequence-and-series/

Mathcentre. (2009). Arithmetic and geometric progressions.

https://www.mathcentre.ac.uk/resources/uploaded/mc-ty-apgp-2009-1.pdf

Mirzaagha, M. (n.d.). Sequences and series. California State University, Sacramento.

https://www.csus.edu/indiv/m/mirzaagham/math1/SQ6.pdf

Phillips, C. (n.d.). Unit 8 day 1 notes – Geometric sequences.

https://coachchadphillips.weebly.com/uploads/1/2/0/8/120840490/unit_8_day_1_notes_-
_geometric_sequences.pdf

Roberts, C. (n.d.). Cambridge math studies book.

https://robertsmathclass.weebly.com/uploads/6/4/0/3/64033291/cambridge-math-studies-book-_1_-1-346-1-
153-79-153.pdf

Cooper, J. (n.d.). Arithmetic and geometric series (Chapter 4).

https://coopersnotes.net/docs/elementary%20algebra/CHAP04%20Arithmetic%20and%20Geometric%20Series.pdf

Macquarie University. (n.d.). Module 3: Worksheet 36 [Numeracy Project].

http://maths.mq.edu.au/numeracy/web_mums/module3/Worksheet36/module3.pdf

Video lessons
Sequences and Series
https://www.youtube.com/watch?v=REDVjUTvXvk&t=368s

Types of Sequences
https://www.youtube.com/shorts/qW0yF2_-LEc

Arithmetic Sequence
Link: https://www.youtube.com/watch?v=jExpsJTu9o8

Arithmetic Series
Link: https://www.youtube.com/watch?v=GZH68SubgRE

Geometric Sequence
 Link: https://www.youtube.com/watch?v=DVpfJC_-waw&t=76s

Geometric Series
Link: https://www.youtube.com/watch?v=kygPMFN4baM

Materials
• Calculators
• Visual aids/PowerPoint presentation
• Worksheets
• Task cards
• Budget Template

III. CONTENT Lesson 2.1: Sequences

Recommended Time: 2 hours
At the end of the lesson, learners should be able to:
1. identify patterns found in art and nature.
2. describe a sequence.
IV. OBJECTIVES
3. classify sequences as finite or infinite based on their structure and number of terms.
4. determine the next term of a given sequence, including a Fibonacci sequence.
5. describe the rule for finding the next term in a sequence
ACTIVITIES ANNOTATIONS
V. PROCEDURES
(Instructions for Learners) (Instructions for Teachers)
A.1. Activating Prior Knowledge
Activity A.1.1:
And so… Exploring Animal Life Cycles
Activity A.1.1:
And so… Exploring Animal Life Cycles
This activity refreshes basic math operations and pattern
recognition. To facilitate it, the teacher may apply one of
Instructions
A. Activating Prior the following strategies:
1. The class will be divided into small groups.
Knowledge
2. Each group will watch a documentary video
showcasing an animal’s life cycle (for example: the
Strategy 1: Collaborative Work
transformation of caterpillar into a butterfly)
1. Begin by explaining the objective: to understand
3. While watching, take note and/or sketch each stage
sequencing by observing the stages of an animal’s life
of the animal life’s cycle. Pay attention to the
cycle.
sequence, pattern and characteristics of each stage.
4. After the video, collaborate with your group to create 2. Show a documentary video depicting the life cycle of a
a visual presentation—such as a poster, flipbook, or specific animal. Encourage students to watch attentively,
digital slideshow—illustrating the sequential stages of noting the sequence of stages.
the observed life cycle. 3. Introduce sequencing words such as "first," "next,"
5. Present your group’s output to the class. "then," and "finally." Discuss how these words help
describe the progression of events or stages.
4. Divide students into small groups. Instruct each group
Activity A.1.2: to create a visual representation (e.g., poster or
What’s Next? Replace with: storyboard) of the animal’s life cycle, using sequencing
Instructions words to label each stage. Encourage creativity.
1. The class will be divided into three groups. 5. Have each group present their visual representation to
2. Each group will be given a sequence and asked to the class. Facilitate discussion by asking questions such
extend it by three terms. as:
3. A representative from each group will write the next What did you learn about the animal’s life cycle?
three terms on the board. How did using sequencing words help you understand the
4. The group will explain to the class how they progression?
determined the next three terms.
5. The class will decide whether the group’s answer is You may visit the following links for videos:
correct. https://www.youtube.com/watch?v=G3VMl-EY2DM
https://www.youtube.com/watch?v=ws_D5nXOAJg
Sequences:
Group 1: 3, 6, 12, 24, ______, _____, _____
Group 2: 0, 1, 1, 2, 3, 5, ____, ____, ___ Strategy 2: Group Work
Group 3: 1, 3, 6, 10, _____, ____, ____ 1. Provide necessary materials: printed sequences with
missing terms and a pen.
Answers: 2. Explain the objective: “Before describing what a
Group 1: 48, 96, 192 sequence is, analyze the pattern of the given numbers and
Group 2: 8, 13, 21 then extend the sequence by continuing the pattern.”
Group 3: 15, 21, 28 3. Present instructions:
a. Learners analyze the pattern of the given numbers.
b. They discuss among themselves the next three
numbers.
c. The group shares answers and reasoning with the class
through a representative.
4. Facilitate discussion by briefly reviewing why each skill
is important for the lesson.
Strategy 3: Brainstorming
 1. Provide the class with the three sets of numbers.
2. Have the whole class analyze each set to determine the
pattern and find the next terms.
3. Poses guiding questions to help students reason
through the sequences:
• “Is there any pattern that you can see?”
• “What operation is being applied?”
• “How do you get the next number?”
4. Let the class decide if the next numbers are correct to
encourage discussion and foster critical thinking.

Strategy 4: Race for the Will

Begin the activity by telling a story:
“A rich old man has left a number code in his will.
Whoever among his three children can first crack the
pattern and figure out the seven numbers to complete the
code will inherit his wealth. The codes follow a special
order called a sequence. Let us see who among his
children can solve the code first.”
The numbers are: 1, 1, 2, 3, 5, ____, ____
1. The teacher may group students and turn this into a
game.
2. Let the class decide if the next numbers are correct to
encourage discussion and foster critical thinking.
A.2. Establishing the Purpose of the Lesson Activity A.2: Pattern Hunt

Activity A.2: Pattern Hunt In this activity, students will observe a slideshow of images
from nature and art that display clear patterns such as
Instructions: repetition, symmetry, shapes, and structure. They will
1. Pictures from nature and artwork featuring striking identify and discuss these patterns with a partner and the
images that highlights patterns will be shown through a class. This activity introduces the concept of patterns
slide show. through real-life examples and serves as a foundation for
2. Observe the pictures and look for repetition, lessons on recognizing, extending, and representing
symmetry, shapes, or structure. patterns in mathematics.

3. Discuss your observations with a partner, then share To facilitate this activity, the teacher may apply one of the
your insights with the class. following strategies:
 Strategy 1: Hear Me
Nature: Instructions:
1. Prepare a slideshow featuring various pictures captured
from nature and art.
2. Let students observe the pictures carefully, noting
details such as symmetry, repetition, shapes, and
structure.
3. Have them discuss their observations with a partner,
then share their insights with the class.
4. Connect to the lesson by asking students to give more
examples of patterns they see in nature.
Art: 5After sharing, say:
“Just like we see patterns in nature and art, we can find
patterns in numbers too. These number patterns are called
sequences. Today, we will describe sequences of numbers
through observation, inspecting what changes and what
repeats—just like what we did with the images.”

Strategy 2: Pattern Gallery Walk

Instructions:
1. Post printed images from nature and art around the
room.
2. Divide students into small groups and have them visit
the posted images.
3. Ask them to describe the patterns they see using terms
like repeating, increasing, decreasing, and symmetry.
4. Connect to the lesson by asking students to give more
examples of patterns they observe in nature.
5. After sharing, say:
“Just like we see patterns in nature and art, we can find
patterns in numbers too. These number patterns are called
sequences. Today, we will describe sequences of numbers
through observation, inspecting what changes and what
repeats—just like what we did with the images.”
 Strategy 3. Pattern Hunt
Instructions:
1. Divide students into small groups and have them
search for real-world patterns (shapes, colors, tiles, etc.)
around the campus.
2. Let them capture photos of the patterns they find using
their phones.
3. Have them present and describe their findings to the
class.
(Optional: Students may compile their photos into a
digital “Pattern Museum” or a class poster.)
3. Connect to the lesson by asking students to give more
examples of patterns they see in nature.
4. After sharing, say:
“Just like we see patterns in nature and art, we can find
patterns in numbers too. These number patterns are called
sequences. Today, we will describe sequences of numbers
through observation, inspecting what changes and what
repeats—just like what we did with the images.”
B.1. Presenting Examples To facilitate this activity the teacher may apply one of the
B. Instituting New following strategies.
Knowledge Activity B.1: Pattern Please
Strategy 1: Guided Group Discussion
Materials: Instructions:
Printed strips with different types of sequences. 1. Introduce the activity by saying:
“If nature has patterns, so do numbers. Let us now explore
Examples of sequences on strips: some examples of number sequences.”
4, 8, 12, ___, ___ (add 4) 2. Hand out the strips to pairs of students.
1, 2, 4, 8, ___, ___ (multiply by 2) 3. Ask students to identify the pattern, continue the
1, 1, 2, 3 ,5, ___, ____ (each term is the sum of the two sequence, and explain their thinking.
preceding terms) 4. Have them identify the rule they discovered and share
1, 4, 9, 16, 25, . . . (squares) it with the class.
1, ½, 1/3, ¼, . . . (reciprocals) 5. Emphasize how to determine the next terms in the
1, √2 , √3 , 2 , √5, … (square roots) given sequences. Discussion Prompts:
• What is changing between the terms?
• How do you know the rule works?
• Can you predict the 6th term?
B.2. Discussing the Concept
Activity B.2: Lesson Discussion
In this part, students will study key terms and examples
Activity B.2: Lesson Discussion of Sequences
related to sequences in preparation for a guided class
discussion. They will learn essential vocabulary such as
Instructions:
term, position, rule, and notation, as well as recognize
Study the information and examples and prepare for
different types of sequences including finite, infinite, and
class discussion.
the Fibonacci sequence. This activity builds the
foundational understanding needed to analyze, extend, and
Key Terms and Definitions
represent sequences mathematically, forming a crucial
Sequence - a list of numbers arranged in a specific
step toward deeper pattern recognition and generalization
order, following a rule.
in succeeding lessons.
Example: 3, 6, 12, 24, . . .
To facilitate the discussion, the teacher may select any of
Term - each number in a sequence.
the given strategies or any strategy that suits the needs of
Example: In the sequence 3, 6, 12, 24, each of the
the learners. Additional examples may be provided if
numbers 3, 6, 12, and 24 is a term.
necessary
Position (or Index) - the place of a term in the
Strategy 1: Interactive Formula Mapping
sequence, usually counted as 1st term, 2nd term, and so
Instructions:
on
1. Prepare sets of cards:
Set A: Key terms
Notation: 𝑎1 is the first term, 𝑎2 is the second term,
Set B: Definitions
etc. In general, 𝑎𝑛 denotes the nth term
Set C: Examples
2. Distribute shuffled cards to small groups.
Rule (or Pattern Rule) - a description of how the terms
3. Groups must correctly match all three: term, definition,
is formed or how they change from one to the next.
and example.
Example: “Add 2” in the sequence 2, 4, 6, 8, …
4. After the given time, review answers as a class.
Fibonacci Sequence - a sequence where each term
after the first two is the sum of the two preceding
terms.
Example: 1, 1, 2, 3, 5, 8, 13, …
Classification of Sequences
Strategy 2: Word Hunt
(based on the number of terms)
Instructions:
Finite Sequence
1. Prepare cards with terms and definitions written on
A finite sequence has a specific number of terms – it
them.
has a beginning and an end.
You can count all the terms. 2. Place the cards around the room or distribute them
It stops after a certain point. randomly.
3. Divide students into small teams.
Example: 2, 4, 6, 8, 10 4. Each team searches for cards that match terms with
(This sequence has 5 terms – it ends at 10) their corresponding definitions. When they find a correct
pair, they return to the teacher for confirmation.
Infinite Sequence 5. After all cards are matched, discuss each pair with the
An infinite sequence has no end- it goes on forever. class, ensuring everyone understands how the definitions
It keeps following the same rule endlessly. and terms connect.
You can describe the rule, but you can’t list all the 6. Practice with examples using the definitions.
terms.
Strategy 3: Peer Teaching
Example: 1, 2, 4, 8, 16, 32, … Instructions:
(This keeps doubling and never stops.) 1. Create teaching stations for each term with its
definition.
In mathematical notation, an infinite sequence often 2. At each station, prepare:
includes ellipsis “…” to show it continues. The definition for that term.
An example related to the term.
3. Split the class into small groups and assign each group
to a station.
4. Each group explains the term, definition, and example
at their station.
5. After the given time, rotate the groups to the next
station.
6. When all groups have visited each station, bring the
class together to discuss any challenges or findings.

Strategy 4: Video Lesson

To reinforce student understanding of sequences and
series, you may integrate the following video material into
your lesson:

Title: Sequences and Series

Link: https://www.youtube.com/shorts/qW0yF2_-LEc

How to Use:
 1. Download or stream the video ahead of time to avoid
connectivity issues in class.
2. The video provides a step-by-step explanation of the
concepts with examples and visuals, ideal for learners
needing reinforcement.
3. Play the video during the session, pausing at key points
to explain or clarify.
4. After the video, engage students in practice problems to
apply what they learned in a hands-on, guided way.
B.3. Developing Mastery
Activity B.3: Practice Problems
Activity B.3: Practice Problems In this activity learners will firm-up their learnings by
answering another set of problems. Teacher may apply any
Instructions: of the following strategies. Additional items may be
Do the following: provided.
a. Give the next term of the given sequences.
b. Identify the rule. Think-Pair-Solve-Share
Instructions:
1. 81, 27, 9, 3, ___ 1. Give each student the set of problems.
Answer: 2. Ask them to solve one problem alone (Think).
a. 1 3. Then pair them with a seatmate to discuss and solve
ii. divide the previous term by 3 to get the next term the next problem together (Pair + Solve).
4. Finally, invite volunteers or randomly chosen pairs to
2. share their answers and explain their reasoning to the
class (Share).
5. Use visual aids like posters or digital slides to display
Answer: each problem.
a. 10
b. each term is the sum of the two previous term Color-Coded Stations
Instructions:
3. 7, 14, 28, 56, ____ 1. Prepare 5 index cards or printed task cards, each with
Answer: one problem (use different colors for each type of
a. 112 problem).
b. multiply by 2 2. Divide the class into small groups of 4–5 students.
3. Give each group one card to solve together.
4. 10, 21, 31, ___ 4. After the allotted time, say “Pass!” and have groups
Answer: pass their card clockwise to the next group.
a. 52 5. Continue until all groups have solved all cards.
b. the next term is the sum of the two term before it 6. Conduct a quick review afterward to clarify steps and
encourage reflection.
5.
Interactive Whiteboard Relay
Instructions:
1. Divide the class into two teams.
Answer: 2. Display one problem at a time on the board or
a. 16 projector.
b. Squares of whole numbers 3. A student from each team races to solve and explain
their answer on the board.
6. ½, ¼, ⅛, ___ 4. Award points for correct answers and clear
Answer: explanations.
a. 1/16 5. Encourage class discussion after each round—ask if
b. getting half anyone solved it differently or spotted errors.

7. 8, 27, 64, __
Answer:
a. 125
b. cubes of whole numbers

8. 3, 6, 10, 15, ____

Answer:
a. 21
b. triangular numbers

9. 1x2, 2x3, 3x 4, ____

Answer:
a. 4 x 5
b. each term multiplies a number n by the next
consecutive number, n+1

10. 5, 10, 15, 20, ____

Answer:
a. 25
b. multiples of 5, or add 5
 C.1. Finding Practical Application Activity C.1:
Saving Up Smartly – A Real-Life Application of
Activity C.1: Sequences
Saving Up Smartly – A Real-Life Application of This activity is designed to be completed as group work.
Sequences Ensure that all learners actively participate and collaborate
Scenario: effectively. This task is an opportunity for them to deepen
A student wants to build a personal savings fund. They their understanding and refine their skills, preparing them
commit to saving ₱50.00 in the first week and increase for the upcoming performance task. Encourage them to aim
the amount they save by ₱15.00 each week. for thorough and high-quality work. Provide feedback on
Week 1: ₱50.00 their output. In this part you will apply Experiential-
Week 2: ₱65.00 Collaborative learning.
Week 3: ₱80.00
… (This continues as an arithmetic sequence.)

Task:
Use your knowledge of sequences and series to analyze
the student’s savings plan. Then answer the following
C. Demonstrating questions:
Knowledge and Skills 1. How much will the student save in Week 10?
2. How much will the student have saved in total
after 10 weeks?
3. If the student’s goal is to save ₱1,500.00, in how
many weeks will the goal be met or exceeded?
4. How can this type of savings plan help in
achieving financial goals such as buying a
gadget, funding a project, or starting a small
business? (Short reflective question)

Expected Answers:
1. ₱185.00
2. ₱1,175.00
3. 12 weeks
4. Student-generated responses; should reflect the
importance of planning and consistent saving.

C.2. Making Generalization

Activity C.2: Patterns Speak
 Activity C.2: Patterns Speak To help students make meaningful generalizations, the
teacher may use the Think-Pair-Share approach combined
Instructions: with sentence frames to promote reflection, discussion, and
Students will identify and express general truths about synthesis for deeper understanding.
sequences. Steps:
3, 6, 9, 12, 15 1. Think (Individual Reflection)
Let the student write his/her reflection on the question:
“What patterns or rules did you notice in the sequences
we studied today?

2. Pair (Collaboration)
Sharing thoughts with a partner.
Prompt: “Compare what you noticed in the lesson. Did
100, 50, 25, 12.5 you find the same rule? What general statement can you
form?”
Questions:
1. What is changing in each sequence? 3. Share (Class Synthesis)
2. How is each term related to the previous term? Invite at least three student volunteers to share their
3. What rule can you generalize from each general statements with the class. Write the shared
sequence? generalizations on the board.

Sequence Storytelling
1. Assign each group a sequence.
2. Groups create a short story or scenario where their
assigned sequence is evident.
3. Classmates identify the sequence and discuss its
characteristics.

C.3. Evaluating Learning Activity C.3: Assessing Level of Understanding

Activity C.3: Assessing Level of Understanding This activity must be completed individually by each
Instructions: learner. Its completion is essential for assessing their level
Read each item carefully and write the correct answer. of understanding of the lesson. Review their work promptly
1. What is true about the sequence represented by the so you can provide timely and appropriate intervention for
pattern below? those who require additional support or remediation.
Additional items may be provided.
a. Each term in the sequence is the sum of all counting
numbers from 1 up to that term's position in the
sequence
b. Each term in the sequence is the square of all
counting numbers from 1 up to that term's position in
the sequence
c. Each term in the sequence is the product of all
numbers from 1 up to that term's position in the
sequence
d. Each term in the sequence is the thrice the sum of
all counting numbers from 1 up to that term's position
in the sequence
Answer: a

2. What is the next term in the sequence: 1, 1, 2,3, 5?

a. 6
b. 7
c. 8
d. 10
Answer: c

3. What is the rule in the sequence: 3, 6, 12, 24, ___?

a. Add 3
b. Add 6
c. Multiply by 2
d. Multiply by 3
Answer: c

4. A sequence has a pattern: add 4 each time. The first

term is 2, what is the 5th term?
a. 10
b. 18
c. 20
d. 22
Answer: b
5. A group of students is arranging chairs in a theater
where each row has 3 more chairs than the previous
one. The first row has 10 chairs. How many chairs are
there in the fifth row?
a. 13
b. 16
c. 19
d. 22
Answer: d

Activity C.4: More Exercises on Sequence

C.4. Additional Activities
These additional exercises may be given as assignments or
Activity C.4: More Exercises on Sequence
homework. Remediation should be provided to learners
who have not yet achieved mastery of the lesson, while
Remediation
enrichment activities should be offered to those who are
Instruction
ready for further learning.
Determine the next term of the sequence and give its
rule. Identify the type of sequence.
Answer for Remediation
1. 10, 7, 4, 1, −2, ____
1. 10, 7, 4, 1, -2, ____
2. 1, 3, 5, 7, 9, _____
Next term: -5
3. 100, 50, 25, 12.5, _____
Rule: Subtract 3
4. 1000, 2000, 4000, 7000, _____
Type: Arithmetic sequence
5. 1000, 2000, 4000, 8000, _____
6. 10, 10, 20, 30, 50, ______
2. 1, 3, 5, 7, 9, _____
7. 4, 6, 10, 16, 24, 34, _____
Next term: 11
Rule: Add 2
Enhancement
Type: Arithmetic sequence
Instructions:
For each situation below, identify the type of sequence
3. 100, 50, 25, 12.5, _____
(arithmetic, geometric, Fibonacci, or other), determine
Next term: 6.25
the next term, describe the rule, and solve the question
Rule: Divide by 2
that follows. Show your complete solution and explain
Type: Geometric sequence
your reasoning.
4. 1000, 2000, 4000, 7000, _____
1. Daily Step Challenge:
Next term: 11,000
A student walks 2,000 steps on Day 1 and increases Rule: Add 1000, then 2000, then 3000, then 4000...
their step count by 500 each day. Type: Pattern with increasing additions (not strictly
a. How many steps will the student walk on Day 7? arithmetic)
b. How many total steps will they have walked by the
end of Day 7? 5. 1000, 2000, 4000, 8000, _____
Next term: 16,000
2. Investment Growth: Rule: Multiply by 2
An initial investment of ₱5,000 grows by doubling every Type: Geometric sequence
year.
a. What is the total amount after 4 years? 6. 10, 10, 20, 30, 50, ______
b. How does this model help in understanding Next term: 80
compound growth? Rule: Add the two previous terms (10+10=20, 10+20=30,
20+30=50...)
3. Fibonacci Pattern in Nature: Type: Fibonacci-type sequence
The number of petals in certain flowers follows the
Fibonacci sequence: 1, 1, 2, 3, 5, 8, 13, … 7. 4, 6, 10, 16, 24, 34, _____
a. What is the 10th term of the sequence? Next term: 46
b. What makes the Fibonacci sequence unique in Rule: Add consecutive even numbers: +2, +4, +6, +8, +10...
nature? Type: Pattern with increasing even-number additions

4. Saving for a Bike: Answer for Enhancement:

Luis saves ₱100 in the first week and increases his 1. Daily Step Challenge
savings by ₱100 each week. Sequence: 2,000; 2,500; 3,000; 3,500; ...
a. How much will Luis save in the 6th week? a. Day 7 step count:
b. How much will he have saved in total after 6 weeks? b. Rule: Add 500 each day
c. If the bike costs ₱3,000, in which week will he be Day 7: 2,000 + (6 × 500) = 5,000 steps
able to afford it? Total steps by Day 7 (Sum of 7 terms):
Formula: Sₙ = n/2 × (first term + last term)
5 Puzzle Sequence: S₇ = 7/2 × (2,000 + 5,000) = 3.5 × 7,000 = 24,500 steps
The pattern goes: 1, 4, 9, 16, 25, …
a. What is the rule? 2. Investment Growth
b. What is the next term? Sequence: 5,000; 10,000; 20,000; 40,000; 80,000
a. Amount after 4 years (5 terms): ₱80,000
b. Explanation: This models compound growth, where the
value doubles consistently due to exponential increase a
common principle in investments with compounding
interest.
 3. Fibonacci Pattern in Nature
Fibonacci sequence: 1, 1, 2, 3, 5, 8, 13, 21, 34, 55
a. 10th term: 55
b. Unique trait: Each term is the sum of the two previous
terms, often found in nature (e.g., leaf arrangements,
flower petals, pinecones).

4. Saving for a Bike

Sequence: 100, 200, 300, 400, 500, 600, ...
a. 6th week saving: ₱600
b. Total after 6 weeks (Arithmetic series):
S₆ = 6/2 × (100 + 600) = 3 × 700 = ₱2,100
c. To reach ₱3,000:
Use: Sₙ = n/2 × [2a + (n - 1)d], where a = 100, d = 100
₱3,000 = n/2 × [2(100) + (n - 1)(100)]
₱3,000 = n/2 × (200 + 100n - 100) = n/2 × (100n + 100)
₱3,000 = (n/2)(100n + 100)
Multiply both sides by 2: ₱6,000 = n(100n + 100)
Divide both sides by 100: 60 = n(n + 1)
Solve: n² + n - 60 = 0 → (n + 8)(n - 7) = 0
So, n = 7 weeks (₱2,800), n = 8 weeks (₱3,600)
Answer: 8 weeks

5. Puzzle Sequence
Sequence: 1, 4, 9, 16, 25, ...
a. Rule: n², where n = term position
b. Next term: 6² = 36

III. CONTENT Lesson 2.2: Sequences and Series

Recommended time: 2 hours
The learners…
1. describe a series.
IV. OBJECTIVES 2. identify whether a given list of numbers is a sequence or a series.
3. explain the key difference between a sequence and a series.
4. write a given series in sigma notation and vice versa
V. PROCEDURES ACTIVITIES ANNOTATIONS
A. Activating Prior A.1. Activating Prior Knowledge Activity A.1: Pattern and Term
Knowledge
 Activity A.1: Pattern and Term In this activity, learners will observe and analyze various
number patterns to identify the next term and describe the
Instruction: rule that governs each sequence. These patterns may
1. Analyze the number patterns presented on the include arithmetic sequences, geometric sequences, the
screen. Fibonacci sequence, and square numbers. After finding
a. 2, 4, 6, ____ the missing terms, you will explain your reasoning and
b. 1, 1, 2, 3, ____ discuss your ideas with the class.
c. 100, 90, 80, ____
d. Square tile patterns: 1 tile, 4 tiles, 9 tiles, ___ This activity serves as an introduction to the concept of
2. Give the next missing term and the rule. sequences and series by helping you recognize
3. Discuss the ideas with the class, explain and give regularities and relationships in numbers. It lays the
reasoning. groundwork for understanding how patterns evolve and
how they can be represented and analyzed mathematically
in later lessons.

To facilitate it, you may apply one of the following

strategies.

Strategy 1: Group Work

1. You will be divided into 4 groups. Each group will
work together to analyze the number patterns shown on
the screen.
2. The patterns will be presented one at a time using the
TV or projector.
3. Take a moment to think silently about the next term
and identify the rule behind the pattern.
4. A volunteer from your group will explain your answer
and reasoning to the class.
5. As a class, you will listen to each explanation and
decide whether it clearly supports the correct answer.

Strategy 2: Math Stations

1. You will see number patterns printed on meta cards
posted in five different stations around the room.
2. You will be divided into five groups, and your group
will rotate through each station.
 3. You will have 1 minute per station to solve the number
pattern posted.
4. You will ask guiding questions to help learners think
deeply, such as:
• Is there any pattern that you can see?
• What operation is being applied?
• How do you get the next number?
5. After completing all the stations, you will discuss
learners’ answers with the class.
A.2. Establishing the Purpose of the Lesson Activity A.2: Difference and Shortcut

Activity A.2: Difference and Shortcut This activity is designed to help students distinguish
between a sequence and a series. In this activity, you will
Instructions: present two related sets on the board or screen: Set A (a
1. Two sets of numbers will be presented on the list of numbers forming an arithmetic sequence) and Set
board/screen. B (the sum of those numbers). Students will observe and
A: 3, 6, 9, 12, 15 compare both sets and reflect on their differences
B: 3 + 6 + 9 + 12 + 15 through guided questions such as, "What is the
2. Observe, compare and reflect on the patterns shown. difference between A and B?" and "What do they
3. Discuss using the guide questions: represent?" This activity aims to develop conceptual
• What is the difference between A and B? understanding by showing how sequences build up to
• What do they represent? series, serving as a foundational step toward introducing
formulas and shortcuts for calculating the sum of
Answer: arithmetic sequences.
A is a list.
B is a sum. To facilitate this activity, follow the given steps.

Strategy: Guided Inquiry with Think-Pair-Share

Instructions:
1. Present these two on the board/screen.
A: 3, 6, 9, 12, 15
B: 3 + 6 + 9 + 12 + 15
2. Let the students individually observe, compare and
reflect on the two patterns of numbers, posing the
following questions:
• What is the difference between A and B?
• What do they represent?
 3. Students will discuss their ideas with a partner.
4. Invite pairs to share their thoughts with the class.
5. The teacher synthesizes and confirms key concepts.
Guide students to realize the difference between the two
patterns: Pattern A is a sequence, while Pattern B is a
series.
6. Conclude by saying:
“We already know about sequences. Let us now explore
what happens when we add the terms in a sequence.
Adding the terms in a sequence is called a series.”
B. Instituting New B.1. Presenting Examples Activity B.1: Build a Series!
Knowledge To facilitate this activity the teacher may apply the
Activity B.1: Build a Series! strategy below.

Instructions: Strategy: Group Discussion

Given the different sequences: Instructions:
0.1, 0.2, 0.3, 0.4, -3, 0, 3, 6, 9 1. Introduce the activity by saying:
“We already know about sequences. Let us now explore
0.5, ...
what happens when we add the terms in a sequence.”
50, 45, 40, 35, 30 2. Divide the students into 5 groups.
1, -2, 4, -8, 16
3. Have each group add the terms of one sequence.
4. Each group will present their series to the class.
2, 4, 8, 16, 32 81, 27, 9, 3, 1 5. Discussion Prompt:
• What is the difference between a sequence and a
1. Compute the sum of the terms in each sequence. series?
2. Show how the terms of the sequences are added.

B.2. Discussing the Concept Activity B.2: Lesson Discussion: Series

Activity B.2: Lesson Discussion: Series In this session, series introduces students to the
fundamental concepts related to mathematical series,
Instructions: building directly on their prior understanding of
Study the information and examples carefully and sequences. In this activity, students will study key terms
prepare for class discussion. and definitions which include as series, finite and infinite
series, partial sum, nth term, and sigma notation through
Key Terms and Definitions clear examples and explanations. The purpose is to guide
students in recognizing that a series is the sum of the
Series - the sum of the terms of a sequence. terms of a sequence and to help them understand how to
Example: For the sequence 1, 3, 5, the series is express and compute sums using both expanded and
1+3+5=9 sigma notation. This activity serves as a structured input
phase of the lesson, where students process essential
Finite Series - a series with a definite number of terms. concepts in preparation for a class discussion and deeper
Example: 2 + 4 + 6 + 8 (only 4 terms) application of formulas in solving problems involving
arithmetic and geometric series.
Infinite Series - a series that continues without end.
Example: 1 + ½ + ¼ + 1/8 + … To facilitate the discussion, teacher may select any of the
provided strategies or any strategy that suit to the need of
The nth term of a sequence is usually denoted by the learner.
𝑎𝑛
Strategy 1: Math Match-Up
Partial Sum (Sn) - the sum of the first n terms of a Instructions:
sequence. 1. Prepare sets of cards:
Set A: Key terms or formula names
If the nth term of the sequences is 𝑎𝑛 , then 𝑆𝑛 = 𝑎1 + Set B: Definitions or Formula expressions
𝑎2 + 𝑎3 + . . . + 𝑎𝑛 Set C: Examples
Example: In the sequence, 1, 3, 5, 7, 9, . . ., 2. Distribute shuffled cards to small groups.
S4 = 1 + 3 + 5 + 7 = 16 3. Groups must match all three correctly: term,
definition/formula, and example.
𝑆𝑛 is the nth term of the series 4. After the given time, review answers as a class.

Sigma Notation (∑) - a shorthand symbol used to

express a series. Strategy 2: Formula Hunt
To write a1 + a2 + a3 + …+ an in sigma notation: Instructions:
1. Use meta cards for Item 1 above.
𝑛
2. Place the cards around the room or distribute them
∑ 𝑎𝑛 randomly.
𝑛=1 3. Divide students into small teams.
4. Each team searches for the cards that match the term
with its corresponding definition/formula. When they
In general, find a correct pair, they return to the teacher for
𝑘=𝑒𝑛𝑑 confirmation.
∑ 𝑎𝑛 (expression in terms of 𝑎𝑛 ) 5. After all cards are matched, discuss each pair with the
𝑛=𝑠𝑡𝑎𝑟𝑡 class, ensuring everyone understands how the formulas
and terms connect.
Example: 1 + 2 + 3 + 4 + 5 in sigma notation is 6. Practice with examples using the formulas.
5

∑ 𝑎𝑛 Strategy 2: Peer Teaching

𝑛=1 Instructions:
1. Create a teaching station for each term with
definition/formula.
2. At each station, prepare:
The definition/formula for the term.
An example problem related to the given term.
3. Split the class into small groups and assign each
group to a station.
4. Each group explains the term, definition/formula, and
example.
5. After the allotted time, rotate the groups to the next
station.
6. When all groups have visited each station, bring the
class together to discuss any challenges or solutions.

Video Lesson
Instructions:
To reinforce student understanding of the lesson on
sequences and series, you may integrate the following
video material into your lesson.
Title: Sequences and Series
Link:
https://www.youtube.com/watch?v=REDVjUTvXvk&t=3
68s

How to Use:
1. Download or stream the video ahead of time to avoid
connectivity issues in class. It provides a step-by-step
 explanation of the concepts with examples and visuals,
ideal for learners needing reinforcement.
2. Play the video during the session, pausing at key
points to explain or clarify:
Around 6:00 minutes, the distinction between sequences
and series is clearly discussed.
3. Use the examples in the video to model how to write a
series in sigma notation.
4. After the video, engage students in the Practice
Problems activity to apply what they learned in a hands-
on and guided way.
Activity B.3: Practice Problems - Sum It
B.3. Developing Mastery
In this activity, learners will firm-up their learnings by
Activity B.3: Practice Problems- Sum It answering another set of problems. The teacher may apply
any of the following strategies. Additional items may be
Instructions: provided.
Do the following:
1. Find the sum of the first 4 terms of the sequence, 3, Strategy 1: Think-Pair-Solve-Share
7, 11, 15, . . . Instructions:
Answer: 3 + 7 + 11 + 15 = 36 1. Give each student the problems in Activity 1.
2. Ask them to solve one problem alone (Think).
2. Find the sum of the sequence: 3. Then, pair them with a seatmate to discuss and solve
5, 10, 20, 40, 50 the next one together (Pair + Solve).
Answer: 5 + 10 + 20 + 40 + 50 = 155 4. Finally, invite volunteers or randomly chosen pairs to
share their answers and explain their reasoning to the
3. Write the series, 2 + 4 + 6 + 8 + 10 in sigma notation. class (Share).
Answer: 5. Use visual aids like posters or digital slides to display
The terms are 2 x 1, 2 x 2, 2 x 3, 2 x 4, 2 x 5. each problem.
There are 5 terms in the series. Strategy 2: Color-Coded Stations
In sigma notation: Instructions:
1. Prepare 5 meta cards with one problem each (different
∑5𝑛=1 2𝑛 = 30 color for each type of problem).
2. Divide class into small groups of 4.
4. Evaluate the series written in sigma notation: 3. Give each group one card to solve together.
4. After the allotted time, say “Pass!” and have groups
pass their card clockwise to the next group.
 4 5. Continue until all groups have solved all cards.
∑(3𝑛 + 1) 6. Do a quick review afterward, clarifying steps and
𝑛=1 encouraging reflection.

Answer: When n = 1, 3 (1) + 1 = 3 + 1 = 4 Strategy 3: Interactive Whiteboard Relay

Instructions:
When n = 2, 3 (2) + 1 = 6 + 1 = 7 1. Divide the class into two teams.
2. Display one problem at a time on the board or
When n = 3: 3(3) + 1 = 9 + 1 =10 projector.
3. A student from each team races to solve and explain
When n = 4: 3(4) + 1 = 12 +1 = 13 their answer on the board.
4. Award points for correct answers and clear
Then add: explanation.
5. Encourage class discussion after each round—ask if
4 + 7 + 10 + 13 = 34 anyone solved it differently or spotted errors.

∑4𝑛=1(3𝑛 + 1)= 34

5. The figure shows a growing pattern of tiles. Count the

number of tiles in each figure.

a. How many tiles are there in the 5th figure?

b. How many tiles are there in total from the 1st to
the 7th figures?
c. What is the rule used to determine the number of
tiles in each figure?
 Answer:
a. 25 tiles
b. 140 tiles in total
c. There are 𝑛2 tiles in Figure n
C. Demonstrating C.1. Finding Practical Applications
Knowledge and Skills
Activity C.1: Saving for a Goal
Activity C.1: Saving for a Goal
This activity is designed to be completed as group work.
Ensure that all learners actively participate and
Scenario:
collaborate effectively. This task is an opportunity for them
Anna decides to save money every week to buy a bicycle
to deepen their understanding and refine their skills, as it
worth ₱3,000. She starts by saving ₱100 in the first
will help prepare them for the upcoming performance task.
week and increases her savings by ₱50 each week.
Encourage them to aim for thorough and high-quality
work. Provide feedback on their output.
Questions:
1. How much will Anna save in the 5th week?
2. What is the total amount saved after 5 weeks?
3. Will she reach her goal in 5 weeks? If not, how
many weeks will it take?
4. How much will Anna save if she saves for 20
weeks? (You may use an Excel spreadsheet in
finding the sum)

Answer: Show the calculations step by step and adding

terms.

Let 𝑎𝑛 be the amount saved in week n.

𝑎1 = 100
𝑎2 = 150
𝑎3 = 200
𝑎4 = 250
𝑎5 = 300

Anna’s savings per week is:

1st week = P100
2nd week = P100 + P50 = P150
3rd week = P150 + P50 = P200
 4th week = P200 + P50 = P250
5th week = P250 + P50 = P300

Add her savings:

P100 + P150 + P200 + P250 + P300 = P1000

Total amount saved is P 1000

𝑆𝑛 = 𝑎𝑛 + 𝑎2 + 𝑎3 + 𝑎4 + 𝑎5

In the 5th week she will save P 300

Anna will save P 1000 in 5 weeks

No, she will not reach her goal in only 5 weeks. Anna
will need 10 weeks to reach P 3000.

P 11,500 if she saves for 20 weeks.

C.2. Making Generalization Activity C.2: SS in Disguise

Activity C.2: SS in Disguise To help students make meaningful generalizations, the

teacher may use the Think-Pair-Share + Sentence Frames
Instructions: approach to promote reflection, discussion, and synthesis
1. Study the following items. for deep understanding.
2. Determine if it is a sequence or a series, if it is a Steps:
series, express it in sigma notation. 1. Think (Individual Reflection)
3. Discuss the differences you observe between a Write your reflection on these questions:
sequence and a series as you complete the task. • “How can you easily tell whether a list is a
sequence?”
2, 4, 6, 8, 10 1, 4, 9, 16, 25 • “What role does the sigma notation play in writing
a series?”
• “What changes when we switch from a sequence to
2 + 4 + 6 + 8 + 10 1+ 4+ 9+ 16 + 25 a series?”
• “ Why is it helpful to use sigma notation when
working with longer series?”
2. Pair (Collaboration)
Sharing thoughts with a partner.
 Prompt: “Compare what you noticed in the lesson that is
being discussed. Did you find the same rule? What
general statement can you form?
3. Share (Class Synthesis)
Invite at least 3 student volunteers to share their general
statement with the class. Shared generalization will be
written on the board.
4. Sentence Frames
Use these sentence starters to help express learners
generalizations:
“A sequence is __________, while a series is ___________.
We can represent a series compactly using ____________,
which can help us to _________________.”
C.3. Evaluating Learning Activity C.3:
Assessing Understanding on Sequence and Series

Activity C.3: This activity must be completed individually. Its

Assessing Understanding on Sequence and Series completion is essential for assessing learners
understanding of the lesson. Review their work promptly
Instructions: so timely intervention can be provided to those who need
Choose the letter of the correct answer. Write your additional support or remediation.
answers on a sheet of paper.
Additional items may be provided.
1. Which of the following best describes a series?
a. A sum of numbers in a pattern
b. A list of numbers in a specific order
c. A variable expression with a pattern
d. A formula for a term

2. Which of the following is a series?

a. 2, 4, 6, 8
b. 3, 6, 9, 12
c. 2 + 4 + 6 + 8
d. 1, 3, 5, 7

3. What does the sigma symbol (∑) represent in

mathematics?
a. A product
b. A term
c. A square root
d. A sum

4. What is the sigma notation of the series 5 + 10 + 15 +

20?
a. ∑4𝑛=1 5𝑛
b. ∑4𝑛=1 5𝑛 + 1
c. ∑4𝑛=1 5𝑛 − 1
d. ∑4𝑛=1 5𝑛 + 5

5. What is the sigma notation for 1 + 3 + 9 + 27?

a. ∑4𝑛−1 3𝑛
b. ∑4𝑛−1 3𝑛−1
c. ∑4𝑛−1 3𝑛
d. ∑4𝑛−1 3𝑛 − 1

C.4. Additional Activities

Activity C.4:
Activity C.4: Additional Exercises on Sequence and Series
Additional Exercises on Sequence and Series
These additional exercises may be given as an assignment
Remediation: Sort and Represent or homework. Remediation should be provided to learners
Instructions: who have not yet achieved mastery of the lesson, while
Do as indicated. enrichment activities should be offered to those who are
A. Sort each of the following into Sequence or Series: ready for further learning.
Expressions Type (Sequence/Series) (Teachers may opt to add or give other numerical
4, 8, 12, 16 expressions)
4 + 12+ 16
10,20,30,40

B. Write the sigma notation for each series.

1. 4+ 8 + 16+ 32
2. 3 + 6 + 9 + 12
 C. Expand the Sigma Notation and calculate the sum.
1. ∑4𝑛=1 5𝑛 = ____________________
2. ∑7𝑘=0(2𝑘 + 1) = ____________________

Enhancement:
Scenario: You decided to save money weekly using a
pattern. On Week 1, you save ₱50, and each week, you
increase the amount saved by ₱20.

Tasks:
1. Write the sequence for the first 8 weeks.
2. Find the total savings after 8 weeks using the formula
for the sum of an arithmetic series.
3. Represent the total savings using sigma notation.

III. CONTENT Lesson 2.3: Arithmetic Sequence and Series

Recommended time: 4 hours
At the end of the lesson, learners should be able to:
1. illustrate sequence and series.
2. define arithmetic sequence and series and their key components.
IV. OBJECTIVES 3. find the nth term of an arithmetic sequence.
𝑛 𝑛
4. use the appropriate formula 𝑆𝑛 = (𝑎1 + 𝑎𝑛 ) or 𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑] in calculating the sum of an arithmetic series.
2 2
5. solve real world problem involving arithmetic sequence and series.
6. demonstrate appreciation of the importance of arithmetic sequences and series by explaining or presenting how
they are used in making informed decisions in real-life situations.
IV. PROCEDURES ACTIVITIES ANNOTATION
A. Activating Prior A.1. Activating Prior Knowledge
Activity A.1: Graphical Analysis Enrollment Data
Knowledge This activity activates learners' prior knowledge of
Activity A.1: Graphical Analysis Enrollment Data
number patterns and prepares them for the introduction
of the new concept of Arithmetic Sequences and Series.
Instructions:
To facilitate this activity, the teacher may apply one of
1. Observe the graph of enrollment shown below.
the following strategies:
2. Investigate the transformation of each bar from one
school year to the next.
Strategy 1: Think-Pair-Share
3. Identify whether the enrollment data is (a) added with
1. Prepare the material such as printout of the
the same amount each time, (b) multiplied by the same
graphical presentation of the enrollment data.
amount each time, or (c) neither.
4. Answer the process questions provided. 2. Assign a partner or study buddy who is high
performing to a student who needs assistance.
Enrollment Data 3. Explain to the learners that this activity serves as a
350 foundational task that will help them connect what
300 they already know to the current topic. Specifically,
this activity supports the learning objective: "define
250
arithmetic sequence and its key components" by
200
guiding learners to recognize and understand the
150 characteristics of an arithmetic sequence.
100 4. Present the activity instructions to the learners as
50 follows:
0 a. Begin by solving each problem independently to form
2022 - 2023 2023 - 2024 2024 - 2025 your own understanding (Think).
b. Next, pair up with a classmate to compare your
Process Questions: answers and discuss your reasoning (Pair).
a. What have you observed about the trend of the c. Finally, each pair will share their responses and
graph? thought processes with the whole class (Share).
b. What pattern is shown in the graph? Is it increased Facilitate the class discussion by briefly reviewing how
by the same number, multiplied by the same each step contributes to deeper understanding and
number, or (c) neither? strengthens critical thinking, communication, and
c. Predict the possible enrollment rate for the School analytical skills essential for mastering the lesson.
Year 2025 – 2026.
d. If the trend of the graph of the enrollment data Strategy 2: Technology-Enhanced Assessment
continues, how many students will there be in the 1. Present the graph of the enrollment data on the
School Year 2029 – 2030? board.
2. Use a digital tool such as Google Forms, Kahoot, or
Edmodo Quizzes to create the diagnostic test. Input the
process questions as test items and provide multiple-
choice options for each question.
3.Explain to the learners that this activity serves as a
foundational task that will help them connect what
they already know to the current topic. Specifically,
this activity supports the learning objective: "define
arithmetic sequence and its key components" by
guiding learners to recognize and understand the
characteristics of an arithmetic sequence.
 4. Administer the online diagnostic test to learners
individually or in groups.
5. Explain the instructions clearly:
The test will contain a mix of multiple-choice or short-
answer questions. There is a set time to complete the
digital test.
6. Inform students that this is a low-stakes diagnostic
test meant to help both them and the teacher
understand their current level.
7. Facilitate the class discussion by briefly reviewing
how each step contributes to deeper understanding
and strengthens critical thinking, communication, and
analytical skills essential for mastering the lesson.

Note: The teacher may also incorporate the following

real-life scenarios to further contextualize and enhance
the activity.
-Population Growth
-Plant Growth
A.2. Establishing the Purpose of the Lesson Activity A.2: Word Wall Match
This activity is designed to build students’ foundational
Activity A.2: Word Wall Match understanding of key concepts related to sequences and
Instructions: series. Working in teams, students match word cards
1. Form teams of 5 members each. with their corresponding definitions and real-life
2. Each team will be given a set of word cards, definition examples, focusing on terms such as sequence, series,
cards, and example cards. term, and Fibonacci sequence. This activity encourages
3. Discuss the meaning of each word card within your discussion, critical thinking, and pattern recognition as
team. students differentiate between related ideas and
4. Read and understand the statements on the definition organize them visually on a word wall. By engaging in
cards and example cards. this task, learners activate prior knowledge, clarify
5. Match each word card with its corresponding definition mathematical vocabulary, and prepare for a deeper
card and example card. exploration of arithmetic sequences and series and their
6. Post your matches on the word wall following this applications in real-life situations. To facilitate this
arrangement: activity, you may apply any of the presented strategies.
Word → Definition → Example After all the groups have
posted their matches, take a short walk around the room Strategy 1: Gallery Walk Approach
to view the answers of other groups. Instructions:
6. Observe similarities or differences between your 1. Prepare 4 Word Cards, 4 Definition Cards, and 4
matches and theirs. Example Cards. Place each set in a labeled envelope for
7. Return to your seats and be prepared to explain your easy distribution and organization.
group’s word matches. 2. Group learners into teams of 5 members (adjust
based on class size).
WORD WALL 3. Introduce the activity by saying:
WORD DEFINITION EXAMPLE “Let’s start with a quick game to see if you already
Sequence A set of numbers arranged 2, 4, 8, 16 know the basic concepts of sequences and series!”
in a specific order or 1, 5, 9, 13 4. Distribute the envelopes containing the Word Cards,
pattern Definition Cards, and Example Cards.
5. Ask learners to read and understand the definitions
Series The sum of the set of 2 + 6 + 10 + and examples, then match each word card with its
numbers according to 14 suitable definition and example cards.
some pattern or rule. 6 + 9 + 12 + 6. After 5 minutes, have teams post their matches on
15 the word wall in this order:
Term It refers to each of the 2 Word → Definition → Example
elements in a sequence or 12 7. Connect to the lesson by stating:
series. “This activity serves as a springboard to help you grasp
Fibonacci A sequence of numbers 0, 1, 1, 2, 3, the foundational concepts for a deeper understanding of
Sequence where each number after 5, 8, 13, 21, sequences and series.”
the first two is the sum of 34, ...
the two preceding one.
Strategy 2: K-W-L Chart
Instructions:
1. Do this activity in groups depending on your class
setup.
2. Ask the learners to complete the task by letting
them:
• discuss and write down what they already know
about the terms: Sequence, Series, Terms, and
Sum. (What I Know)
• talk about what they’re still curious about or
confused by regarding these concepts. (What I
Want to Know)
• state what they will do to build their knowledge
on the basic terms given. (How Will I Learn)
 • reflect on their learning after the lesson. (What I
Learned).
3. Connect to the lesson by stating: This activity serves
as a springboard to help you grasp the foundational
concepts for a deeper understanding of sequences and
series.

Strategy 3: Anticipation-Reaction Guide

This activity elicits learners’ prior knowledge of basic
terms related to sequences and series.

Instructions:
1. Print and provide an Anticipation-Reaction (AR)
guide to each learner.
2. Instruct the students to carefully read and
understand the statements in the first column of the
AR Guide. In the “Before” column, ask them to write
"Agree" if they agree with the statement, or "Disagree" if
they do not agree.
3. At the end of the lesson, ask the learners to revisit
the AR Guide and respond to the statements again,
this time in the “After” column. They should reflect on
how their understanding has changed and write
"Agree" or "Disagree" based on their current thoughts.
4. Ask representative to share their realizations.
Connect to the lesson by stating: This activity serves as
a springboard to help you grasp the foundational
concepts for a deeper understanding of sequences and
series.
Alternative Activity: Anticipation – Reaction Guide
Before Statement After
Sequence is a set of
numbers arranged in a
specific order or
pattern.
 Series refers to each of
the element in a
sequence.
A Fibonacci sequence is
a sequence of numbers
where each number
after the first two is the
sum of the two
preceding ones.
6 + 9 + 12 + 15 = 42 is
an example of
sequence.
1, 5, 9, 13 is an
example of sequence.
15 is one of the terms
in the given number
pattern, 1, 5, 9, 13.
B. Instituting New B.1. Presenting Examples
Knowledge In this part of the lesson, learners are able to explore
Activity B.1.1: arithmetic sequences and series by identifying
Discovering the Secret of the Arithmetic Sequence numerical patterns, determining the common difference,
and generating the next terms in a sequence. They will
Task: The learners will explore a numerical pattern and also examine how to find the sum of a finite number of
derive the formula for the nth term of an arithmetic terms in a series. Through hands-on tasks and
sequence. collaborative learning, students will build a conceptual
understanding of how arithmetic sequences and series
Instructions: work and how they can be applied to real-life situations.
Consider a sequence of numbers beginning with the first Facilitate the activities applying the provided strategies.
term a. Each term of the sequence is obtained by adding
the number d. to the preceding term. Hence, the second
term is a + d. The next (third) term is the second term plus Strategy: Think-Pair-Share
d, or a + d + d = a + 2d. We list the first few terms in a table Instructions:
as shown below. 1. Distribute the activity sheet Discovering the Secret
of the Arithmetic Sequence
1. Complete the table. 2. Ask students to silently observe the pattern and fill
2. Answer the guide questions to discover the general in the missing terms in the table.
formula of the pattern.
 3. Instruct them to reflect on the guide questions
Table of Exploration independently for 3 – 5 minutes and jot down their
Term Position (n) Term (Tn) thoughts.
1 a 4. Let the students pair up and discuss their answers
2 a+d to the guide questions.
3 a + 2d 5. Encourage them to explain their reasoning to one
4 a + 3d another and compare their findings.
5 6. Ask each pair to try coming up with a shared
6 formula for the nth term based on their discussion.
7 7. Invite a few pairs to share their thought process and
8 formula with the class.
9 8. Facilitate a whole-class discussion, emphasizing how
n different learners identified the pattern.
9. Use a visual aid to demonstrate the increasing
pattern visually (e.g. number line, manipulatives).
Guide Questions:
1. What pattern do you observe as you move from one
Strategy 2: Peer Teaching
position or term to the next?
Instructions:
1. Prepare the printed or digital copies of the activity
Answer: the next term is obtained by adding d to the
sheet titled "Exploring the Arithmetic Series". Include
current term
space for learners to write their observations,
calculations, and conclusions.
2. What is the expression for the 5th, 6th, and 7th terms?
2. Ensure students have prior understanding of
Answer: 𝑇5 = 𝑎 + 4𝑑, 𝑇6 = 𝑎 + 5𝑑, 𝑇7 = 𝑎 + 6𝑑
arithmetic sequences—particularly identifying the first
term, common difference, and number of terms in a
3. Can you determine the expression for the 10th term
sequence.
using the pattern?
3. Group students in pairs or small groups to promote
interaction, collaboration, and peer discussion. Peer
Answer: 𝑇10 = 𝑎 + 9𝑑
teaching works best when students have the
opportunity to explain their ideas to each other.
4. Can you write a general expression that shows the nth
4. Introduce the task by presenting the name Carl
term?
Friedrich Gauss, briefly sharing how he discovered a
faster way to sum numbers when he was a child. This
Answer: 𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑
sets the stage for the learners to “rediscover” his
method.
5. Distribute the activity sheet and explain that
Activity B.1.2:
students will work together to explore the pattern and
Exploring the Arithmetic Series
Instructions: derive a general formula for the sum of an arithmetic
1. Explore how to find the sum of an arithmetic series and series.
derive the general formula using the strategy developed by
Carl Friedrich Gauss. 6. Guide learners through Problem 1, where they write
2. Follow the steps carefully to discover a strategy for the sequence forward and backward, align the terms
finding the sum of an arithmetic series. vertically, and observe how consistent sums form from
Problem: Find the sum of the number pattern 1, 2, 3, 4, 5, pairing terms.
6, 7, 8, 9, 10 7. Encourage each group to complete all six steps,
Step 1: Write the sum of the numbers in increasing order. helping them realize how the formula S = (n/2)(n + l)
Below it, write the sum in decreasing order. emerges from their calculations.
Answer: 8. Assign peer teaching roles: Have each group choose
one representative to explain their group’s solution and
reasoning to another group. Rotate so each group
explains and listens at least once.
9. Circulate around the classroom to monitor
Step 2: Pair corresponding terms in the sums you wrote in
discussions, clarify misconceptions, and ask prompting
questions
Step 3. How many pairs did you create? _______

Answer:

10 pairs

Step 4: What is the sum of each pair? _______

Answer: 11
Step 5: How do you get the sum of all the sums?

Answer: Since all sums are equal, we multiply by the

number of sums. 10 × 11

Step 6: Is the sum you got in step 4 the same with the
sum from 1 to 10? ___________
Answer: No, because we added 1 to 10 twice.

Step 7: Since you added the series twice, divide the result
by 2. ________

Step 8: Suppose you are adding numbers from 1 to 100,

do the same steps above to find the sum.

Answer: We write the sum of 1 to 100 twice (increasing

and decreasing order). We will get 100 pairs with each pair
adding up to 101. Therefore the sum is 100 × 101 = 10100.
Since this is twice the sum, the sum of the numbers from
1 to 100 is 10100 ÷ 2 = 5050

Step 9. Provide a general formula for the sum of the

numbers from 1 to n.

Answer: There will be n pairs, each pair adding up to n+1.

Therefore, the sum of the numbers from 1 to n is 𝑛(𝑛 +
1) ÷ 2.

B.2. Discussing the Concept Activity B.2:

Lesson Discussion: Arithmetic Sequence and Series
Activity B.2:
Lesson Discussion: Arithmetic Sequence and Series This part of the lesson is crucial, as it serves as the
foundation for learners to develop a solid understanding
Instructions: of arithmetic sequences and series. Through structured
Study the information and examples and prepare for class activities, learners will not only recognize patterns and
discussion. determine the common difference but also learn to
construct the general formula for the nth term of an
Key Terms and Definitions arithmetic sequence. Furthermore, they will explore how
Sequence – A set of numbers arranged in a specific order to compute the sum of a finite arithmetic series,
or pattern. deepening their analytical and problem-solving skills.
Mastery of these concepts is essential for applying
Series – The sum of the terms in sequence. mathematical reasoning to real-life contexts such as
Term – It refers to each of the elements in a sequence or financial planning, budgeting, and decision-making
series. involving repeated or accumulated values. This phase
Arithmetic Sequence – a special type of number pattern ensures that learners build both procedural fluency and
in which every term after the first is obtained by adding a conceptual understanding on arithmetic sequence and
number to the preceding term. series.

This means that in an arithmetic sequence the difference Choose any of the suggested strategies or any approach
between two consecutive terms is constant. that suited to your learners to facilitate this activity.
Additional examples may be provided as needed.
First term (a1) – the very first value in the sequence. It is
the starting point from which other terms in the sequence
are produced. Strategy 1: Interactive Discussion
Instructions:
nth term – it refers to the general or specific term at the 1. Prepare a visual aid or PowerPoint presentation.
position n in the sequence. 2. Print and provide the learners with the examples in
solving the Arithmetic Sequence and Series.
Common Difference – it is the constant difference 3. After presenting the key terms and definitions, ask
between the two consecutive terms in an arithmetic the learners to share their understanding based on the
sequence. It is also the number added to a term to get the collaborative discussion they had during peer teaching.
next term. 4. From the notes on solving the arithmetic sequence
5. From the notes on solving arithmetic sequences and
Arithmetic Series – it is the sum of terms of an series, select representatives to discuss the process of
arithmetic sequence. It is denoted by Sn. calculating the nth term of an arithmetic sequence and
using the appropriate formula to find the sum of an
Sn is the sum of the first nth terms of a sequence. arithmetic series.
5. Afterwards, facilitate the discussion and provide
𝑺𝒏 = 𝒂𝟏 + 𝒂𝟐 +. . . +𝒂𝒏 feedback.
Strategy 2: Jigsaw Puzzle
Instructions:
1. Group the learners into 5 working teams.
2. Assign each team an example involving the
Arithmetic Sequence calculation of an arithmetic sequence or solving an
Arithmetic Sequence is a special type of number pattern in arithmetic series.
which the two consecutive terms have a constant 3. Afterward, regroup the learners so that each
difference called the common difference (d). member can share what they learned from their
original group.
4. Facilitate the discussion and provide feedback.
To Calculate the nth term of an arithmetic sequence, use
the formula:
 𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)𝒅
where:
an = the nth term
a1 = the first term of the arithmetic sequence
d = the common difference
n = the position of the term in the sequence

Example 1: Find the 10th term of the arithmetic sequence:

5, 8, 11, 14, …

Solution:
Step 1: Identify the value of the variables of the formula.
a1 = 5
d=3
n = 10
an = ?

Step 2:
Substitute the values to the formula. Then, solve for a n.
𝑎10 = 5 + (10 − 1)3
= 5 + (9)3
= 5 + 27
𝑎10 = 32

Therefore, the 10th term in the arithmetic sequence is 32.

Example 2: In the arithmetic sequence: 3, 9, 15, 21, … ;

find the value of n if an = 75.

Solution:
Step 1: Identify the value of the variables of the formula.
a1 = 3
d=6
an = 75
n=?
Substitute the values to the formula. Then, solve for n.
75 = 3 + (𝑛 − 1)6
75 = 3 + 6𝑛 − 6
75 − 3 + 6 = 6𝑛
78 = 6𝑛
n = 13

Therefore, 75 is in the 13th term of the arithmetic

sequence.

Example 3: The 5th term of an arithmetic sequence is 20,

and the 12th term is 48. Find the following: (a) common
difference, (b) first term, and (c) the 30th term.

Solution:
Step 1: Identify the given values.
a5 = 20
a12 = 48

Step 2: Substitute the given values to the formula

For a5 = 20
20 = a1 + (5 – 1) d
20 = a1 + 4d (Equation 1)

For a12 = 48
48 = a1 + (12 – 1) d
48 = a1 + 11d (Equation 2)

Step 3: Subtract the equations

20 = a1 + 4d
48 = a1 + 11d
______________
-28 = -7d
d=4
Step 4: Substitute the value of d = 4 to equation 1:
20 = a1 + 4(4)
20 = a1 + 16
20 – 16 = a1
a1 = 4

Step 5. Solve for the 30th term.

a30 = 4 + (30 – 1) 4
= 4 + (29)4
= 4 + 116
a30 = 120

Therefore, the common difference is 4, first term is 4, and

the 30th term is 120.

Example 4: During the dry season, a farmer in your town

is testing a new water irrigation system for his rice field.
After 1 minute of turning on the water pump, the water
level in the irrigation canal rose to 30 centimeters. After 2
minutes, it reached 85 centimeters, and after 3 minutes,
the level was 140 centimeters. If the water level continues
to rise at this constant rate, how high will the water level
be after 16 minutes?

Solution:
Let an = the water level after n minutes

Step 1: Identify the given.

a1 = 30cm
d = 55 cm
n = 16 min
an = ?

Step 2:
Substitute the given values to the formula.
a16 = 30 + (16 – 1)55
= 30 + (15) ∙ 55
= 30 + 825
a16 = 855 cm

Therefore, after 16 minutes, the water level will be 855

centimeters high in the irrigation canal.

Arithmetic Series

Arithmetic Series is the sum of terms of an arithmetic

sequence. It represents adding the terms of the sequence
together.

Let’s say we have the arithmetic sequence: 3, 6, 9, 12.

This is an arithmetic sequence where the common
difference d = 3. Now, let’s add the terms: 3 + 6 + 9 + 12 =
30. The sum is an example of arithmetic series.

Let us compute the sum of the first 𝑛 terms of an

arithmetic series.

𝑺𝒏 = 𝒂𝟏 + 𝒂𝟐 +. . . +𝒂𝒏
𝑺𝒏 = 𝒂𝟏 + (𝒂𝟏 + 𝒅) + (𝒂𝟏 + 𝟐𝒅)+. . . +[𝒂𝟏 + (𝒏 − 𝟏)𝒅]

There are 𝑛 terms, so we add together all the 𝑎1 ’s

𝑆𝑛 = 𝑛𝑎1 + [1 + 2+. . . +(𝑛 − 1)]𝑑

We have already derived the formula for the sum of the

numbers from 1 to n-1.

𝑆𝑛 = 𝑛𝑎1 + (𝑛 − 1)𝑛𝑑/2 = 𝑛[2𝑎1 + (𝑛 − 1)𝑑]/2

Now we know that 𝑎1 + (𝑛 − 1)𝑑 = 𝑎𝑛 . Therefore,

𝑆𝑛 = 𝑛(𝑎1 + 𝑎𝑛 )/2
We therefore have the following formulas to compute the
sum of the first n terms of an arithmetic series:
𝑛
If the last nth term (an) is given: 𝑆𝑛 = (𝑎1 + 𝑎𝑛 ), or
2
If the last nth term (an) is not given:
𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2

where:

Sn = the sum of first n terms

a1 = first term
an = last nth term
d = common difference

Example 1: Find the sum of the arithmetic sequence with

10 terms: 3, 10, 17, …, 66.

Solution:
Since the last nth term is given, use the 1st formula.
Step 1: Identify the given values.
a1 = 3
an = 66
n = 10
Sn = ?

Step 2: Substitute the values to the formula.

10
𝑆10 = (3 + 66)
2
= 5 (69)
𝑆10 = 345
Therefore, the sum of the arithmetic sequence is 345.

Example 2: Find the sum of the first 15 terms of the

arithmetic sequence: 4, 9, 14, 19, …

Solution:
Since the last nth term is not given, use the 2nd formula.
Step 1: Identify the given values.
a1 = 4
n = 15
d=5
Sn = ?

Step 2: Substitute the given values to the formula.

15
𝑆12 = [2(4) + (15 − 1)5]
2
= 7.5 [8 + (14)5]
= 7.5 [8 + 70]
= 7.5 [78]
𝑆12 = 585

Therefore, the sum of the arithmetic sequence is 585.

Example 3: Mang Tonyo is a kalesa driver in the historic

streets of Vigan, Ilocos Sur. On his first day, he earns
₱200. As more tourists visit throughout the week, his
earnings increase by ₱100 each day. If this pattern
continues for 15 days, how much will Mang Tonyo earn in
total?

Solution:
Since the last earning or nth term is not given, use the
2nd formula.

Let an = the earning of Mang Tonyo on day n.

Step 1: Identify the given values.

a1 = ₱200
d = ₱100
n = 15 days
Sn=?
Step 2: Substitute the given values to the formula.
15
𝑆15 = [2(200) + (15 − 1)100]
2
 = 7.5 [400 + (14)100]
= 7.5 [400 + 1400]
= 7.5 [1800]
𝑆15 = ₱13, 500

Therefore, Mang Tonyo will earn a total of ₱13,500 in 15

days.

B.3. Developing Mastery Activity B.3: Practice Problems

Activity B.3: Practice Problems In this activity learners will firm-up their learnings by
answering another set of problems. Facilitate the activity
Instructions: with this strategy. Additional items may be provided as
Solve the following. needed.
1.Find the 8th term of the arithmetic sequence: 5, 11, 17,
23, ... Instructions:
1. Give each student a copy of the practice problems.
2. The 5th term of an arithmetic sequence is 40, and the 2. Ask them to solve one problem alone (Think).
common difference is 6. Find the 1st term of the sequence. 3. Then, pair them with a seatmate to discuss and
solve the next one together (Pair + Solve).
3. Find the sum of the first 12 terms of the arithmetic 4. Finally, invite volunteers or randomly chosen pairs
sequence: 4, 7, 10, ... to share their answers and explain their reasoning to
the class (Share).
4. What is the sum of the first 15 terms of the sequence: 5. You may use visual aids like posters or digital slides
3, 6, 9, ...? to show each problem.

5. Mang Ernesto, a jeepney driver in Manila, starts with a

fare of ₱20 on his first trip of the day. For each succeeding
trip, he earns ₱5 more than the previous trip. How much
will he earn in total after 10 trips?

C.1. Finding Practical Application Activity C.1: Role Playing Saving for a Family Trip
C. Demonstrating
This activity is intended for group work, where all
Knowledge and Skills
Activity C.1: Role Playing Saving for a Family Trip learners are expected to actively participate and
Context: collaborate. It provides an opportunity to deepen their
Imagine you and your family are planning a trip to understanding and enhance their skills in preparation
Tagaytay. To save for the trip, you plan to save a certain for the upcoming performance task. Encourage learners
amount each week, starting with ₱200 on the first week to produce thorough and high-quality work. Apply
and increasing the amount by ₱50 each week. Experiential-Collaborative Learning by facilitating
meaningful interactions and providing constructive
Task: feedback on their output.
Determine how much money you will save in the 8th week
and how much in total your savings will be after that time.

Instructions:
1. Understand the Problem:
• Determine Key Information
• First term a1
• Common difference d
• Number of terms
2. Find the amount saved in the 8th week (the last week).
3. Find the Total Savings.
4. Answer the Questions:
• How much will you save in the 8th week?
• How much in total will you have saved after 8
weeks?

Reflection:
• Discuss how you can apply this concept to other
savings plans, like saving for a school project or a
new gadget.
• What could be the benefits of using an arithmetic
sequence in planning savings?

C.2. Making Generalization For the summary, the most appropriate approach is
Reflective Learning. To facilitate this, you may choose
Activity C.2.1: 3 – 2 – 1 Ticket and implement one of the suggested activities.
Instructions:
Complete the ticket given.
 Three things I learned today:
_____________________________________________________
_____________________________________________________
_____________________________________________________

Two things I found interesting:

____________________________________________________
____________________________________________________

One question I still have in mind:

_____________________________________________________

Activity C.2.2
Comparing Arithmetic Sequence and Series using a
Venn Diagram

Instructions:
1. Draw a Venn Diagram. Label the left side with
“Arithmetic Sequence” and the right side with “Arithmetic
Series”.
2. Fill in the Venn Diagram. On the left side write ideas
related to Arithmetic Sequence, on the right side write
ideas on the Arithmetic Series, and the middle section are
shared ideas.

Activity C.3:
C.3. Evaluating Learning
Assessing Knowledge and Skills on Arithmetic
Sequence and Series
Activity C.3:
 Assessing Knowledge and Skills on Arithmetic Each learner must complete this activity individually,
Sequence and Series as it serves as a key tool for assessing their
understanding of the lesson. Review their responses
Part I. Multiple Choice. Choose the best answer. promptly to ensure timely and appropriate
1. What is the main difference between a sequence and a interventions for those who may need additional
series? support or remediation.
A. A sequence has a formula, while a series does not
B. A sequence is an ordered group of terms, while a series
is their sum
C. A sequence includes variables, while a series includes
constants
D. A sequence is always infinite, while a series is finite
2. Which of the following best defines a sequence?
A. The difference between two terms
B. A list of numbers without any order
C. A set of numbers arranged in a specific order or pattern
D. The sum of terms in an equation
3. What does the term “series” refer to in mathematics?
A. A pattern that repeats
B. A group of equations
C. The sum of the elements in a sequence
D. The position of an element in a list
4. Which formula is used to find the nth term of an
arithmetic sequence?
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎𝑛 = 𝑎1 + (𝑛 + 1)𝑑
𝑛
𝑆𝑛 = (𝑎1 + 𝑎𝑛 )
2
𝑛
𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑]
2
5. What is the common difference of the arithmetic
sequence: 6, 10, 14, 18, …?
A. 2 B. 4 C. 5 D. 3
6. What is the sum of the first 8 terms of the arithmetic
series: 4, 8, 12, 16, …?
A. 120 B. 136 C. 144 D. 160
7. In an arithmetic sequence, the 5th term is 12 and the
12th term is 40. What is the common difference (d)?
A. 2 B. 3 C. 4 D. 5
8. Which of the following represents the sum of the first n
terms of an arithmetic sequence?
A. 𝑆𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑛
B. 𝑆𝑛 = (2𝑎1 + (𝑛 − 1)𝑑)
2
𝑛
C. 𝑆𝑛 = (𝑎1 + 𝑎𝑛 )
2
D. Both B and C

Part II. Solve the problem. Show your solution.

Maria is a student who wants to buy a new bike. She
saves ₱50 on the first day, and every day after that, she
saves an additional ₱20. She continues to save for 15
days.
Questions:
1. How much money will Maria save on the 15th day?
2. What is the total amount saved after the 15 days?

Part III. Reflective Essay. Write a reflective essay of at least

200 words discussing the following:
How do you plan to use the knowledge of arithmetic
sequences and series in future lessons or in your daily
life?
C.4. Additional Activities Activity C.4:
Improving/Enhancing Understanding in Arithmetic
Activity C.4: Sequence
Improving/Enhancing Understanding in Arithmetic
Sequence This supplementary activity may be assigned as
homework. For in-class support, small group
Remediation remediation should be provided to learners who have not
Instructions: yet mastered the lesson. Each group should consist of a
1. Group Formation: Divide the class into small groups of mix of high-performing, average, and low-performing
3–4 members. Ensure a mix of skill levels in each group so learners to encourage peer support and collaborative
that struggling students receive peer support. learning. Meanwhile, enrichment activities should be
 offered to those who are ready for more advanced tasks
2. Warm-Up: Pattern Recognition: Each group receives a to further deepen their understanding.
short set of number patterns and answers the question:
“Is this an arithmetic sequence? If yes, what is the
common difference?”
Example:
5, 8, 11, 14, ___ 2. 20, 16, 12, 8, ___

3. Group Task: "Complete the Sequence". Each group is

given 2–3 arithmetic sequences with missing terms or
values.

Tasks include:
• Identifying the first term (a₁)
• Finding the common difference (d)
• Writing the general formula [aₙ = a₁ + (n – 1) d]
• Computing the 10th or 15th term as required

Example task:
• The 3rd term of a sequence is 10 and the 6th term
is 19. Find the first term and common difference.
• Find the 12th term using the formula.

4. Peer Teaching and Feedback: Groups take turns

presenting one of their problems and solutions. Other
groups can ask questions or suggest improvements.

Enhancement
Instructions:
Solve the following.
1. In a classroom, the first row has 5 desks, the second
row has 7 desks, the third row has 9 desks, and so on,
increasing by 2 desks per row. If there are 10 rows in
total, how many desks are there altogether?
 2. A school building has stairs with decreasing steps on
each level. The top level has 10 steps, the second has 12
steps, the third has 14 steps, and so on. If there are 8
levels, how many steps are there in total from the ground
floor to the top?

3. Percy is making patterns with toothpicks as follows:

Pattern 1 Pattern 2 Pattern 3 Pattern 4

• How many toothpicks will Percy need for Pattern

15?
• How many toothpicks will Percy have used after
doing Patterns 1 to 15?
III. CONTENT Geometric Sequence and Series
At the end of the lesson, the learners shall be able to:
1. illustrate the geometric sequence.
2. define geometric sequences and series, including their key components.
IV. OBJECTIVES 3. calculate the nth term of a geometric sequence.
4. compute the geometric series.
5. solve problem involving geometric sequences and series.
6. demonstrate appreciation of the importance of arithmetic sequences and series by explaining or presenting how
they are used in making informed decisions in real-life situations.
V. PROCEDURES ACTIVITIES ANNOTATION
A. Activating Prior A.1. Activating Prior Knowledge Activity A.1: Situation Analysis Bacterial Growth
Knowledge
Activity A.1: Situation Analysis Bacterial Growth This activity activates learners’ prior knowledge of
Instructions: number patterns and prepares them for the introduction
1. Observe the three petri dishes containing bacteria. of the new concept of Geometric Sequences and Series.
2. Analyze the changes in the number of bacteria in each To facilitate this activity, the teacher may apply one of
petri dish over time. the following strategies:
3. Determine whether the bacterial population exhibits a
pattern of multiplication or not. Strategy 1: Think-Pair-Share
4. Respond thoughtfully to the process questions 1. Provide the following materials if necessary:
provided. • A printout of the bacterial population data in the
petri dishes.
2. Assign a high-performing partner or study buddy to
students who need assistance.
3. Explain to the learners that this activity serves as a
foundational task that will help them connect what
they already know to the current topic.
4. Present the activity instructions to the learners as
follows:
a. Begin by solving each problem independently to form
your own understanding (Think).
b. Next, pair up with your assigned study buddy to
Process Questions: compare your answers and discuss your reasoning
• How will you describe the three petri dishes shown (Pair).
above? c. Finally, each pair will share their responses and
• What pattern is shown in the graph? thought processes with the whole class (Share).
• What would be the expected bacterial population in 5. Facilitate the class discussion by briefly reviewing
4 minutes? 8 minutes? how each step contributes to deeper understanding
and strengthens critical thinking, communication, and
analytical skills essential for mastering the lesson.

A.2. Establishing the Purpose of the Lesson

Activity 2. Minute to Win It What’s my pattern?
Activity 2. Minute to Win It What’s my pattern?
This activity is designed to help learners discover
Instructions:
patterns in geometric sequences and series. By
1. You will be divided into working teams of 5 members.
identifying rules in number patterns, students begin to
2. Your group will receive a mystery number pattern
understand how geometric sequences work, preparing
written on a meta card. You will determine the pattern
them for the formal lesson and deeper discussions.
rule.
To facilitate this activity, you may apply any of the
The Mystery Number Patterns
following strategies:
3, 6, 12, ______, _______
Strategy 1: Cooperative Group Work
Instructions:
5 + 20 + 80 + _____ + ______
 1. Organize the class into groups of five and prepare
5 5
10, 5, , , _____ meta cards with the given mystery number patterns.
2 4
2. Each group will analyze a pattern for one minute
before rotating to the next. This promotes peer
1, 2, 4, 8, _____, ________, _________
discussion, quick critical thinking, and collaborative
problem-solving.
3. After one minute, groups will take turns rotating. You
3. After all patterns are visited, provide meta strips for
will move to the next mystery number pattern. Continue
each group to finalize and present their answers.
this until you have solved all the mystery number
4. Facilitate a brief sharing session where a group
patterns.
representative explains their reasoning.
4. After all mystery number patterns have been guessed,
5. Emphasize the mathematical thinking behind
you will be given meta strips to write your answers and
identifying the structure of geometric sequences.
show them to the class.
6. Encourage learners to verbalize their pattern
5. Select a representative from your group to share brief
recognition process to deepen understanding.
insights.
“How did you arrive at the missing number in the given
Strategy 2: Gallery Walk with Station-Based Tasks
number patterns?”
Instructions:
1. Instead of rotating the students, set up a Gallery
Walk with numbered stations placed around the room,
each containing a large sheet or poster showing one
mystery number pattern.
2. Assign groups to begin at different stations. Each
group will discuss and solve the pattern at their
assigned station, then write their answer and brief
explanation directly on the station sheet.
3. After a set time (e.g., 2–3 minutes), groups rotate
clockwise to the next station, review previous answers,
and either confirm, add, or challenge them.
4. Once all stations have been visited, conduct a class-
wide debrief where groups revisit their original station
and summarize the most common or accurate
reasoning presented.
5. This approach allows for deeper inquiry, visible
learning, peer critique, and promotes movement,
discussion, and reflection throughout the activity.
 B.1. Presenting Examples Activity B.1: The Secret of the Geometric Sequence

Activity B.1: The Secret of the Geometric Sequence This activity aims to guide learners in discovering the
general formula for the nth term of a geometric
Instructions: sequence. By completing the table and analyzing how
Consider a sequence of numbers beginning with the first each term changes, students will recognize the
term 𝑎. Each term of the sequence is obtained by consistent pattern of multiplication and develop a
multiplying the preceding number by 𝑟. Hence, the second deeper understanding of how geometric sequences differ
term is 𝒂𝒓. The next (third) term is the second term times 𝑟,from arithmetic sequences.
or 𝑎𝑟 × 𝑟 = 𝑎𝑟 2 . The first few terms in a table as shown
B. Instituting New below. To facilitate this activity, perform one of the provided
Knowledge strategies.
Tasks:
1. Complete the table. Strategy 1: Guided Inquiry-based Approach
2. Answer the guide questions to discover the general Instructions:
formula of the pattern. 1. Prepare the printed or digital copies of the activity
sheet, visual aid, and manipulatives.
Table of Exploration 2. Ensure students have prior understanding of
Term Position (𝒏) Term (𝑻𝒏 ) sequences and have encountered arithmetic sequences
1 𝑎 before introducing geometric ones.
2 𝑎𝑟 3. Organize students in pairs or small groups to
3 encourage discussion.
𝑎𝑟 2
4. Start with a quick review. Introduce a relatable
4 𝑎𝑟 3
context or scenario (e.g., doubling bacteria, stacking
5 cups).
6 5. Distribute the activity sheet.
7 6. Present the pattern: a, ar, ar², ar³, …
8 7. Explain the table and guide students to fill in
9 missing terms.
n 8. Encourage collaboration: students can work in pairs
Guide Questions: or small groups.
• What pattern do you observe as you move from one 9. Walk around the room to provide hints and ask
position or term to the next? guiding questions.
• What is the expression for the 5th, 6th, and 7th 10. Invite students to share their patterns and
terms? formulas.
• Can you determine the expression for the 10th term 11. Compare this formula to the arithmetic formula to
using the pattern? reinforce the difference.
 • Can you write a general expression that shows the Strategy 2: Learning by Doing
nth term? Instructions:
• How does this pattern differ from an arithmetic 1. Prepare printed or digital copies of the activity sheet,
sequence? visual aids (e.g., images or diagrams of geometric
growth), and physical manipulatives (e.g., paper cups,
counters, or tiles to model multiplying patterns).
2. Ensure students have prior understanding of
sequences, particularly arithmetic sequences, before
introducing geometric sequences.
3. Organize students in pairs or small groups to
support peer discussion and collaborative learning.
4. Start with a quick review of arithmetic sequences.
Then introduce a concrete, relatable context—such as
a paper cup tower where each level doubles, or a
scenario involving rapid population growth.
5. Distribute the activity sheet to each group.
6. Present the geometric sequence pattern explicitly: a,
ar, ar², ar³, …
7. Explain the table of exploration and instruct
students to observe the changes between terms and fill
in the missing values.
8. Encourage group discussion and collaborative
problem-solving as students explore the pattern and
answer the guide questions.
9. Walk around the classroom to monitor engagement,
provide prompts when needed, and ask guiding
questions.
Activity B.2:
B.2. Discussing the Concept
Understanding the Geometric Sequence and Series
Activity B.2:
In this session, students will deepen their
Understanding the Geometric Sequence and Series
understanding of geometric sequences and series by
building on their prior knowledge of sequences. The
Instructions:
activity introduces essential terms and concepts such as
Perform the different tasks to be given by your teacher and
geometric series, finite and infinite series, partial sum,
participate actively in the discussion.
nth term, and sigma notation. Through guided examples
and explanations, students will learn that a series
Geometric Sequence is a special type of sequence where represents the sum of terms in a sequence and how to
each term after the first is obtained by multiplying the express and calculate this sum using both expanded
preceding term by a fixed non-zero number. and sigma notation. This activity serves as the
structured input phase of the lesson, preparing students
The fixed multiplier is called the common ratio, denoted for class discussions and the application of formulas in
by 𝑟. It is called the common ratio because it is the ratio of solving real-life problems involving geometric sequences
any two consecutive terms in the sequence. and series. The teacher may use any suitable strategy or
approach that fits the learners’ needs to facilitate
𝑟 = 𝑎𝑛+1 /𝑎𝑛 effective learning. Additional examples may be given to
the learners.
The formula in calculating the nth term in a geometric
sequence is Strategy 1: Explicit Instruction
𝑎𝑛 = 𝑎1 𝑟 𝑛−1 Instruction:
where: 1. Use direct instruction to explicitly explain the
𝑎𝑛 = the last nth term concept of geometric sequences and series.
𝑎1 = first term 2. Begin by defining key terms (first term, common
𝑟 = common ratio ratio, nth term) and introduce the standard formulas.
𝑛 = the position of the term 3. Guide learners through each example step-by-step,
making sure to emphasize how values are substituted
To calculate the nth term of a geometric sequence, let’s and computed. Integrate relatable real-life contexts—
follow the steps: such as stacking cups, counting steps, and saving
1. Identify the value of the first term. money—to illustrate how geometric sequences
2. Find the value of the common ratio. naturally occur in everyday life.
3. Apply the formula in calculating the nth term. 3. Encourage class discussion after each example and
check for understanding through quick oral or written
Example 1: Find the 5th term of a geometric sequence reflections.
where the first term is 5 and the common ratio is 3. 4. Reinforce learning by allowing students to solve
parallel problems using the same process, gradually
Solution: moving from teacher-led examples to independent
𝑎1 = 5 work.
𝑟=3
𝑛=5 Strategy 2: Math Quest Game-Based Learning
an = ?
Instruction:
𝑎5 = 5(3)5−1 1. Transform the lesson into an interactive "Math
= 5(3)4 Quest" game where learners work in small groups to
= 5(81)
 𝑎5 = 405 solve real-life problem scenarios involving geometric
Therefore, 405 is the value of the 5th term in the sequence. sequences and series.
2. Create activity stations or digital slides (if tech is
available), each containing a challenge related to the
Example 2: Find the 10th term of the geometric sequence: lesson (e.g., finding the nth term, determining the sum
4, 12, 36, … of a series, or solving for missing values).
3. Assign roles within each group (e.g., Calculator,
Solution: Recorder, Speaker, Checker) to ensure participation.
𝑎1 = 4 4. Provide each team with a “quest scroll” that outlines
𝑟=3 the storyline (e.g., “Help Mang Tonyo save enough
𝑛 = 10 money for his store expansion!”).
an = ? 5. Groups earn points or “badges” for each correctly
completed task. Debrief by letting each group explain
𝑎10 = 4(3)10−1 their solutions and strategies.
= 4(3)9 6. This promotes peer teaching, engagement, and
= 4(19683) conceptual understanding in a fun and meaningful
𝑎10 = 78732 context.

Example 3: The 4th term of a geometric sequence is 64,

and the 9th term is 486. Find (a) the common ratio, (b) the
first term, and (c) the 7th term.

Solution:
From 𝑎4 :
64 = 𝑎1 𝑟 4−1
16 = 𝑎1 𝑟 3 (Equation 1)

From 𝑎9 :
486 = 𝑎1 𝑟 9−1
486 = 𝑎1 𝑟 8 (Equation 2)

Divide the equation 2 by the equation 1:

Solving for the common ratio (r).
486 𝑎1 𝑟 8
=
64 𝑎1 𝑟 3
243
= 𝑟5
32
3
=𝑟
2

Substitute 𝑟 = 3/2 in equation 2:

Solving for the first term (a1)
3 3
64 = 𝑎1 ( )
2
512
= 𝑎1
27

Solve for the 7th term:

Solution:
512
𝑎1 =
27
3
𝑟=
2
𝑛=7
an = ?
512 3 7−1
𝑎7 = ( )
27 2
512 3 6
= ( )
27 2
=216

Example 4: A local farmer named Mang Pedro started

raising native chickens. In his first month, he had 3
chickens. Every month, the number of chickens tripled as
each chicken hatched more chicks. The number of
chickens each month follows a geometric sequence.

Problem:
1. How many chickens does Mang Pedro have by the
5th month?
2. How many chickens does he have by the 8th
month?
 3. Write the general formula to find the number of
chickens in the nth month.

Solutions:
Given:
First term 𝑎1 = 3
Common ratio r = 3

1. 5th month
𝑎5 = 3 (3)5−1
= 3 (3)4
= 3 (81)
𝑎5 = 243 chickens

2. 8th month
𝑎8 = 3 (3)8−1
= 3 (3)7
= 3 (2187)
𝑎8 = 6561 chickens

3. General Formula
𝑎𝑛 = 3 (3)𝑛−1
𝑎𝑛 = 3𝑛

Geometric Series
Review of terms:
1. First Term (a₁): This is the very first term of the
sequence. It's the starting value from which all other
terms are derived by multiplication with the common
ratio.
2. Common Ratio (r): This is the constant factor by which
each term in the sequence is multiplied to get the next
term. It is the ratio of all consecutive terms in the series.
4. Sₙ: This is the sum of the first n terms of a geometric
sequence.
To derive the formula for the sum of the first n terms of a
geometric sequence.
A geometric sequence has:
First term: a1
Common ratio: r
Number of terms: n
When r ≠ 1, let:
𝑆𝑛 = 𝑎1 + 𝑎1 𝑟 + 𝑎1 𝑟 2 + 𝑎1 𝑟 3 + ⋯ + 𝑎1 𝑟 𝑛−1 eq. (1)
Now, multiply both sides of equation (1) by r:
𝑟𝑆𝑛 = 𝑎1 𝑟 + 𝑎1 𝑟 2 + 𝑎1 𝑟 3 + ⋯ + 𝑎1 𝑟 𝑛 eq. (2)

Next, subtract equation (2) from equation (1):

𝑆𝑛 = 𝑎1 + 𝑎1 𝑟 + 𝑎1 𝑟 2 + 𝑎1 𝑟 3 + ⋯ + 𝑎1 𝑟 𝑛−1
−
𝑟𝑆𝑛 = 𝑎1 𝑟 + 𝑎1 𝑟 2 + 𝑎1 𝑟 3 + ⋯ + 𝑎1 𝑟 𝑛

𝑆𝑛 − 𝑟 𝑆𝑛 = 𝑎1 − 𝑎1 𝑟 𝑛
Extract Sn as a common factor on the left-hand side of the
equation and a1 on the right-hand side.
𝑆𝑛 (1 − 𝑟) = 𝑎1 (1 − 𝑟 𝑛 )
Now, divide both sides 1 – r.
𝑎1 (1 − 𝑟 𝑛 )
𝑆𝑛 =
(1 − 𝑟)
This gives us a formula for a finite geometric series with 𝑛
terms.
What happens if the series is infinite? This means that 𝑛
becomes very large. If we look at the expression on the
right side of the equation, the part affected by 𝑛 is 𝑟 𝑛 . If 𝑟
is “large” (𝑟 > 1 or 𝑟 < −1), 𝑟 𝑛 also becomes large and we
don’t get a real number value for 𝑆𝑛 . If 𝑟 is “small” (−1 <
𝑟 < 1), then 𝑟 𝑛 becomes very small for large values of 𝑛. We
can therefore say that as the number of terms go to
infinity (𝑛 → ∞), the values of 𝑟 𝑛 become very small (𝑟 𝑛 →
0). Which means that the numerator in the expression for
𝑆𝑛 will go to 𝑎1 (1 − 0) = 𝑎1 .
Therefore, if −1 < 𝑟 < 1, the sum of an infinite geometric
series is

𝒂𝟏
𝑺=
𝟏−𝒓

Example 1: Find the sum of the first five terms of the

geometric series: 2 + 6 + 18 + 54 + …

Solution:
𝑎1 = 2
r=3
n=5
Sn = ?

1 − 35
𝑆5 = 2 ( )
1−3
1 − 243
𝑆5 = 2( )
1−3
−242
𝑆5 = 2( )
−2
𝑆5 = 2 (121)
𝑆5 = 242

Example 2: Consider the geometric series:10 + 5 + 2.5 +

1.25 + … Find the sum of the infinite series.

Solution:
𝑎1 = 10
1
r=
2
S=?

10
𝑆𝑛 =
1
1−
2
 10
𝑆𝑛 =
1
2
𝑆𝑛 = 10 × 2
𝑆𝑛 = 20

Example 3: Mang Tonyo owns a small sari-sari store in

the barangay. One day, he decided to start saving coins in
an alkansya (piggy bank). On the first day, he puts ₱20.
Each following day, he doubles the amount he saves from The teacher can guide student exploration on what
the previous day. He plans to continue this for 7 days. happens to 𝑟 𝑛 as 𝑛 → ∞. For example, get the students
How much total money will Mang Tonyo have saved in the to calculate
alkansya after 7 days?
23 , 210 , 220 , 250 , . ..
Solution: (−1.3)5 , (−1.3)10 , (−1.3)20 , (−1.3)50 , . ..
Let an = The money Mang Tonyo will save in the alkansya
on the nth day. (0.4)3 , (0.4)10 , (0.4)20 , (0.4)50 , . ..
𝑎1 = 20
𝑟=2 etc.
𝑛=7
Use the Geometric Series Formula:
1 − 𝑟𝑛
𝑆7 = 𝑎1
1−𝑟
1 − 27
𝑆7 = 20 ( )
1−2
1 − 128
𝑆7 = 20 ( )
1−2
−127
𝑆7 = 20 ( )
−1
𝑆7 = 20(127)
𝑆7 = ₱2540
Therefore, Mang Tonyo will save ₱2540 in 7 days.
B.3. Developing Mastery Activity B.3:
Practicing the Skills on Geometric Sequence and Series
Activity B.3:
 Practicing the Skills on Geometric Sequence and This activity provides students with guided practice in
Series solving problems related to geometric sequences and
Instructions: series. By working through different scenarios involving
Solve the following. nth term calculation, finding unknown terms, and
1. Given the geometric sequence: 3, 6, 12, 24, … computing the sum of a geometric series, learners will
Find the 7th term of the sequence. apply key formulas and reinforce their understanding of
the structure and behavior of geometric patterns in both
Answer: 192 abstract and real-life contexts. Additional items be
provided.
2. In a geometric sequence, the first term is 5 and the
common ratio is 3. Find the value of the 10th term. Strategy:
Interactive Problem Solving through Collaborative
Answer: 98415 Discussion
3. The 4th term of a geometric sequence is 16, and the 7th
term is 128. Find the: Instructions:
a. Common ratio 1. Prepare five activity stations, each with one problem
b. First term printed on a "Math Chat Card" or projected on a
c. 9th term screen.
2. Divide the class into five small groups and assign
Answer: each group to a station.
a. 2 3. Provide whiteboards and markers (or digital devices,
b. 2 if available) for each group to show their solutions.
c. 512 4. Give each group 2-3minutes per station to discuss,
solve, and write their answer on their board.
4. Find the sum of the first 6 terms of the geometric 5. After the time is up, each group rotates to the next
series: 2 + 4 + 8 + 16 + … station until all groups have answered all five
problems.
Answer: 126 6. After rotations, conduct a class debrief where each
group shares their solution to a specific problem and
5. A bamboo tree grows such that each week its height is explains their process.
multiplied by 1.5. If its initial height is 1 meter, find the 7. Offer scaffolding questions or hints where necessary
total height gained over 5 weeks. and emphasize different strategies used.
8. Reinforce the formula for geometric sequences and
Answer: 12.1875 m series during the wrap-up to consolidate learning.
Strategy: A Cooperative Math Game

Instructions:
 1. Group the class into teams of 4–5 members each.
2. Set up relay stations in different parts of the room or
hallway. Each station contains one problem from the
activity (Problems 1–5).
3. Each group will have one “runner” at a time. That
student runs to a station, solves the problem (or brings
it back), and reports or records the answer.
4. Once the team has a solution, the next runner
proceeds to the next station.
5. The group must complete all 5 problems, ensuring
accuracy.
6. First team to correctly finish all problems wins a
“Math Champ” badge or token.
7. After the game, facilitate a class reflection to go over
strategies used, address misconceptions, and reinforce
key concepts such as identifying the common ratio,
applying the nth term formula, and using the sum
formula for geometric series.
C. Demonstrating C.1. Finding Practical Application Activity C.1: “Load Budgeting Challenge”
Knowledge and Skills
Activity C.1: “Load Budgeting Challenge” Strategy 1:
Interactive Problem-Solving through Role-Playing
Scenario:
You are given ₱10 mobile load today. Each day, you Instructions:
double your load to make sure you have enough for online 1. Introduce the Game Setup:
classes and social media. Your goal is to decide if this 2. Divide the class into teams of 4–5 students.
habit is sustainable for 5 days. 3. Each team is given the same initial scenario (mobile
load budgeting).
Instructions: 4. The class plays through 5 “rounds,” where they
1. List the amount of load you will have each day if it calculate the load for each day and answer related
doubles (Day 1 to Day 5). questions to "earn" points.
2. Use a geometric sequence to calculate:
a. The amount of load on Day 5.
b. The total load spent in 5 days. Strategy 2: Gameplay Mechanics
3. Reflect and decide: Instructions:
a. Is this load budget sustainable? 1. In each round, students calculate the load for a day
b. What can you change to make it more practical? (starting with Day 1) and record it.
4. Share your answers in pairs or groups and explain: 2. Teams will calculate the load for Day 5 and the total
a. What decisions they would make if they had this load used over 5 days using geometric sequence
load pattern in real life. formulas.
b. What strategy would make their load last longer. 3. After each round, teams can "level up" by completing
a set of discussion questions (e.g., Is this sustainable?
How would you change the strategy?).
Team Sharing:
At the end of the game, teams will present their
strategies and reflect on which budgeting methods they
believe are most sustainable. This can include
discussing how their approaches would affect their
finances over time.
Reward System:
Points or rewards are given based on correct
calculations, group collaboration, and how well
students justify their reasoning. This encourages
friendly competition and motivates engagement.

Strategy 3: Interactive Learning with Digital Tools

Instructions:
1. Provide students with access to the online tool (it
could be a simple Google Spreadsheet or an interactive
website).
2. Brief the class on how to use the tool to input their
initial values (₱10 for the first day, doubling every day).
3. Facilitate the guided interaction:
a. Have students use the tool to calculate the load
on each day and find the total load spent over 5
days.
b. Encourage students to explore how the numbers
change as they modify inputs (e.g., changing the
initial load or the rate of increase).
4. After completing the calculations, students will
reflect on the sustainability of their mobile load budget.
 5. Students can modify the parameters (e.g., adjust the
doubling rate or initial amount) and observe the new
results.
6. Students discuss their findings in groups, exploring
what adjustments they would make to keep their
budget sustainable.

Strategy 4: Group Work with Peer Teaching

Instructions:
1. Divide the class into small groups of 3 to 4 students.
2. Distribute a copy of the "Load Budgeting Challenge"
to each group and instruct them to calculate the load
for each day from Day 1 to Day 5 using geometric
sequence formulas.
3. Students work together to solve for the total load
spent and discuss whether the load budgeting strategy
is sustainable. Encourage them to consider potential
adjustments to make the budgeting strategy more
practical.
4. Next, have each group develop a strategy to extend
their load budget beyond 5 days. They should decide if
reducing the doubling rate or limiting usage is
necessary and create a short presentation explaining
their strategy and reasoning.
5. Once strategies are prepared, each group presents
their findings to the class, justifying their decisions
and explaining how their strategy would work in real
life.
6. After presentations, allow time for a Q&A session
where students engage with one another’s ideas and
further discuss how their strategies could be improved
or adjusted.
C.2. Making Generalization To wrap-up the lesson facilitates any of the provided
activities.
Activity C.2.1: 3 – 2 – 1 Ticket
 Activity C.2.1: 3 – 2 – 1 Ticket
Instructions: Strategy: Active Learning through Self-Assessment
Complete the ticket given.
Instructions:
1. Distribute the “3-2-1 Ticket” to the students.
Three things I learned today: Instruct them to complete the ticket with the following:
_____________________________________________________ • 3 things they learned from the lesson.
_____________________________________________________ • 2 things they found interesting or noteworthy.
_____________________________________________________ • 1 question they still have or need clarification
on.
Two things I found interesting: 2. Once the tickets are completed, collect them to
_____________________________________________________ gauge the class’s overall understanding. Use the
_____________________________________________________ responses to guide further discussion, address
misconceptions, or plan the next steps in your
One question I still have in mind: teaching. This method can be adapted for any subject
_____________________________________________________ matter and is useful for closing a lesson with student
engagement.

Activity C.2.2: Concept Mapping Activity Strategy: Real-time Feedback through Digital Tools
Instructions:
Instructions: 1. Set up a digital form or poll where students submit
1. Start with a central concept in the middle of your paper their 3-2-1 responses.
or digital canvas: 2. After students complete the form, review the
“Geometric Sequences and Series” responses and share a summary of the key takeaways
2. From the center, branch out to the following main with the class. You can also use this data for follow-up
nodes: discussions, clarifications, or in future lessons.
• Geometric Sequence
• Geometric Series Activity C.2.2: Concept Mapping Activity
3. Under Geometric Sequence, create sub-branches for:
• First Term (a) Strategy: Visual Learning and Concept Organization
• Common Ratio (r) Instructions:
• General Term Formula 1. Provide students with the necessary tools to create
4. Under Geometric Series, create sub-branches for: their concept maps, whether it’s paper and markers or
• Finite Series digital tools like Mind Meister or Google Drawings.
• Infinite Series (if applicable) 2. Instruct them to start with the central concept
“Geometric Sequences and Series” and create branches
for the related sub-concepts. Encourage students to
5. Include examples, illustrations, or real-life applications incorporate real-life applications, examples, or visual
on the side branches (e.g., bacterial growth, savings representations.
accounts, cellphone load doubling, etc.) 3. After they complete their concept maps, have them
6. Highlight connections between terms and concepts share their work in pairs or small groups. Facilitate a
using arrows, colors, or labels to show how ideas relate. discussion to clarify connections between ideas and
ensure that students have accurately grasped the
concepts.

Strategy: Interactive Concept Mapping in Groups

Instructions:
1. Assign students to small groups and have them
collaboratively create a digital concept map on a shared
platform.
2. Each group will map out the concepts related to
geometric sequences and series, adding examples and
making connections.
3. After completion, students will present their maps to
the class, explaining the connections they made
between concepts.
C.3. Evaluating Learning Activity C.3:
Assessing Learners Understanding on Geometric
Activity C.3: Sequence and Series
Assessing Learners Understanding on Geometric
Sequence and Series Instructions:
1. Facilitate the evaluation by distributing the printed
Instructions: or digital activity.
Do as indicated. 2. Remind students to answer all parts: multiple
choice, problem solving, and reflection.
Part I. Multiple Choices 3. Monitor and assist struggling students, especially in
Choose the letter of the best answer. problem solving.
1. Which of the following is a geometric sequence? 4. After completion, conduct a feedback session where
A. 2, 4, 6, 8, ... learners discuss answers and reflect on errors and
B. 3, 6, 12, 24, ... learnings.
C. 1, 3, 6, 10, ...
D. 10, 9, 8, 7, ...
2. What is the common ratio in the geometric sequence 5, Strategy: Kahoot or Quizizz-Based Assessment
15, 45, 135, ...? Instructions:
A. 3 B. 10 C. 15 D. 5 1. Create a quiz using platforms like Kahoot or Quizizz
based on Part I.
3. In the geometric sequence, what does the variable 2. Display questions one at a time and explain correct
𝑎1 represent? answers afterward.
A. nth term 3. For problem-solving and essay parts, assign follow-
B. number of term up tasks using Google Docs or paper to maintain
C. first term reflective and computational aspects.
D. sum of terms

4. What does a geometric series represent?

A. A list of repeated numbers
B. A pattern that increases by addition
C. The sum of terms in a geometric sequence
D. The difference between terms in a pattern

5. Which formula is used to find the sum of the first n

terms in a geometric series when r≠1.
1−𝑟 𝑛
A. 𝑆𝑛 = 𝑎1
1−𝑟
𝑎
B. 𝑆𝑛 = 1
1−𝑟
C. 𝑆𝑛 = 𝑎1 𝑟 𝑛−1
𝑛
D. 𝑆𝑛 = (𝑎1 + 𝑎𝑛 )
2

Part II: Problem Solving

Solve and show your complete solution.
1. Geometric Sequence
Jorge saves money by doubling his savings every week. In
the first week, he saves ₱50. How much will he have saved
in total by the 6th week?

2. Geometric Series
A ball is dropped and it bounces back to ¾ of its previous
height. If the initial drop is 16 meters, what is the total
vertical distance the ball travels at the 4th bounce?
Part III: Reflective Essay. Answer the question below in 3–
5 sentences.
Why do you think understanding geometric sequences and
series is important in real-life situations like savings,
investments, or technology? Give one example where this
concept could help you in the future.

C.4. Additional Activities Activity C.4:

More Exercises on Geometric Sequence and Series
Activity C.4:
More Exercises on Geometric Sequence and Series This supplementary activity may be assigned as
homework. For in-class support, small group
remediation should be provided to learners who have not
Remediation yet mastered the lesson. Each group should consist of a
Problem 1: Identifying the Common Ratio mix of high-performing, average, and low-performing
Given: 2, 6, 18, 54, ... learners to encourage peer support and collaborative
Question: What is the common ratio of the geometric learning. Meanwhile, enrichment activities should be
sequence? offered to those who are ready for more advanced tasks
to further deepen their understanding. Provide
Problem 2: Finding the nth Term additional items if necessary.
Given: The geometric sequence is 5, 10, 20, 40, ...
Question: What is the 6th term?

Problem 3: Finding the Sum of a Geometric Series

Given: Find the sum of the first 4 terms of the geometric
series:
3 + 6 + 12 + 24 + ...

Enhancement
Problem 1: Finding the Term Position (n)
Given: In a geometric sequence, the first term is 2 and the
common ratio is 3.
Question: Which term is equal to 486?

Problem 2: Word Problem – Real-Life Context

Scenario: A small sari-sari store sells bottled water. On
day 1, it sold 2 bottles. Each day, the number of bottles
 sold is tripled.
Question: How many bottles were sold on the 7th day?

Problem 3: Sum of Geometric Series

Given: A geometric series has a first term of 8 and a
common ratio of ½.
Question: What is the sum of the infinite geometric series?
VI. ASSESSMENTS Please see the attached unit test and performance task.
For the teachers, you may answer the following questions:
VII. REFLECTION 1. What went well in your teaching?
2. What challenges did you encounter?
3. How did you manage these challenges?
 UNIT TEST
Directions: Choose the letter of the best answer. Write your answers on the answer sheet
provided.

1. Which sequence is closely linked to the number of flower petals?

A. ArithmeticB. Geometric
C. Fibonacci
D. Prime numbers
2. In the sequence 3, 9, 27, 81..., what is the pattern?
A. Multiply by 2
B. Add 6
C. Multiply by 3
D. Subtract 3
3. In the sequence 3, 9, 15, 21..., what is the pattern?
A. Multiply by 2
B. Add 6
C. Multiply by 3
D. Subtract 3
4. Which sequence is arithmetic?
A. 1, 2, 4, 8
B. 2, 5, 8, 11
C. 3, 6, 12, 24
D. 5, 10, 20, 40
5. Which of the following is a geometric sequence?
A. 1, 4, 7, 10
B. 2, 4, 8, 16
C. 3, 6, 9, 12
D. 10, 20, 30, 40
6. What is the common ratio in the geometric sequence 3, 6, 12, 24...?
A. 3
B. 6
C. 2
D. 1
7. What is the 10th term in the sequence 3, 6, 9, 12...?
A. 30
B. 33
C. 36
D. 39
8. Find the 5th term of the sequence: 2, 6, 18, ...
A. 54
B. 108
C. 162
D. 486
9. What is the common difference if the 1st term is 7 and the 4th term is 19?
A. 3
B. 4
C. 5
D. 6
10. Which formula gives the nth term of an arithmetic sequence?
A. an = a1 × rⁿ⁻¹
B. an = a1 + (n - 1)d
C. an = a1 - d(n - 1)
D. an = a1 ÷ n
11. What distinguishes a sequence from a series?
A. A series has no pattern
B. A sequence is a sum
 C. A series is the sum of the terms of a sequence
D. A sequence has letters
12. Which of the following is a sequence?
A. 2 + 4 + 6 + 8
B. 2, 4, 6, 8
C. 20
D. ∑ 2n
13. What does ∑4𝑖=1 𝑖 equal?
A. 10
B. 5
C. 15
D. 20
14. What is the sigma notation for the series 2 + 4 + 6 + 8?
A. ∑4𝑛=1 2𝑛
B. ∑4𝑛=1 𝑛
C. ∑4𝑛=1 4𝑛
D. ∑4𝑛=1(2𝑛 − 1)
15. Evaluate the sum: ∑3𝑘=1 3𝑘
A. 6
B. 9
C. 12
D. 18
16. What is the sum of the geometric series: 2 + 4 + 8 + 16?
A. 30
B. 31
C. 32
D. 33
17. How many terms are in the arithmetic series if the first term is 4, last term is 40, and the
common difference is 4?
A. 8
B. 9
C. 10
D. 11
18. Find the sum of the first 6 terms of a geometric sequence where a 1 = 1 and r = 2
A. 63
B. 64
C. 65
D. 66
19. Solve: What is the sum of the series ∑5𝑛=1 𝑖 2
A. 30
B. 35
C. 55
D. 65
20. A ball bounces to ½ of its height each time. If dropped from 16 m, what is the total
distance traveled by the ball when it hits the ground for the 3rd time (down + up)?
A. 28
B. 40
C. 56
D. 60
 PERFORMANCE TASK

Task Name: InvestiMath: Using Sequences to Grow Wealth

Goal: Demonstrate how arithmetic and geometric sequences and series can be used to make
sound financial decisions in real-life scenarios such as saving, investing, or managing a
business.

Role: You are a financial planner or business owner. You are either creating a personal savings
plan, projecting business income/expenses, or analyzing loan or investment growth using
sequences and series.

Audience: Your audience includes your teacher (as an investor or client), classmates, and
possibly community members interested in financial literacy.

Situation: You are tasked with creating a financial plan or proposal that uses arithmetic and/or
geometric sequences and series to solve a real-life financial problem. Choose one of the following
scenarios:

Scenario 1: Saving for a New Bike

You want to buy a bicycle worth ₱6,000. You decide to save ₱500 every month from your
allowance. Create a savings plan showing how your savings will grow each month. Use an
arithmetic sequence to represent your savings and determine how many months it will take to
buy the bike.

Scenario 2: Growing Ice Cream Sales

You start a small ice cream cart business. On your first day, you earn ₱200. Every day, your
sales increase by ₱50 because of word of mouth and regular customers. Create a projection of
your total earnings over the first 7 days using an arithmetic series. How much money will you
have earned by the end of the week?

Scenario 3: Multiplying Your Coin Savings

You decide to save coins by increasing the amount you save each day for 30 days. You start with
₱1 on the first day, ₱5 on the second day, ₱25 on the third day, and so on. Represent your daily
savings using a geometric sequence. Calculate how much you will have saved in total by the end
of the 30 days.

Product/Performance: Create a financial report or visual presentation (poster, slides, or

infographic) that includes:
• Mathematical modeling of the situation using correct formulas.
• Calculations showing your solution process.
• Graphs that illustrate the data.
• A short-written reflection explaining how sequences and series helped you make an
informed financial decision.

Standards: Your work will be assessed based on the following criteria:

Rubric for Scoring:
Criteria 4 – Exemplary 3 – Proficient 2 – Developing 1 – Beginning
Accurately applies
arithmetic and/or Shows basic Misapplies formulas
Applies formulas
Mathematical geometric sequence understanding but or demonstrates little
correctly with
Accuracy and series formulas includes significant understanding of
minor calculation
(30%) with no errors in calculation or sequences and
or reasoning errors.
reasoning or conceptual errors. series.
calculations.
 Clearly and Connects
Attempts a
Real-Life insightfully connects mathematical Connection to real-
connection, but
Application and mathematical models models to real-life life applications is
explanation lacks
Analysis to a realistic financial scenarios with unclear, inaccurate,
depth or contains
(10%) scenario; shows depth adequate or missing.
inconsistencies.
in financial reasoning. explanation.
All steps in the Most steps are
solution are logical, clearly shown and Solution process is
Some steps are
Solution Process clearly explained, and explained; incomplete or
missing or unclear;
and Justification well-organized; justification is confusing; no
justification is
(30%) justification is provided but may meaningful
minimal.
complete and lack clarity or justification.
compelling. detail.
Presentation is highly Presentation is
Presentation is
organized, visually somewhat Presentation lacks
Visual organized and
appealing, and disorganized or clarity or visuals;
Presentation and mostly clear;
enhances unclear; graphs may be
Communication graphs and visuals
understanding with visuals/graphs may missing or not
(10%) are included and
effective use of graphs be incomplete or relevant.
mostly accurate.
and visuals. contain errors.
Reflection shows
Reflection
strong insight into the Reflection is brief or
discusses how
Reflection and usefulness of somewhat Reflection is missing,
sequences and
Financial Insight sequences and series superficial; lacks unclear, or lacks
series helped, with
(10%) in making financial clear connection to meaningful insight.
adequate clarity
decisions; well- mathematical ideas.
and thought.
articulated.