Annex 1B to DepEd Order No. 42, s. 2016
School
Teacher
Teaching Dates and
Week 1
Time
GRADES 1 to 12
DAILY
LESSON LOG
DAY 1
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC
code for each
Grade Level 10
Learning Area Mathematics
Quarter FIRST QUARTER
DAY 2
DAY 3
DAY 4
DAY 5
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. There are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different
disciplines through appropriate and accurate representations.
LC 1. Generates pattern.
LC 1. Generates pattern.
LC 1. Generates pattern.
LC 1. Generates pattern.
(M10AL-Ia-1)
(M10AL-Ia-1)
(M10AL-Ia-1)
(M10AL-Ia-1)
1.1. Define sequence.
1.3. Establish a sequence
1.5. Find the general
1.2. Generate and
1.4. Find the first few
or nth term of a
describe the patterns
terms and next few
sequence
of a sequence.
terms of a sequence.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
th
II. CONTENT
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
DEFINING AND
GENERATING A
SEQUENCE
ESTABLISHING A
SEQUENCE
THE GENERAL OR n
TERM OF A SEQUENCE
GENERATING A
SEQUENCE
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
14-15
15
15
14 - 16
9 - 10
10-11
10-11
9 - 11
Intermediate Algebra by
Soledad Jose-Dilao,
pp.178-181
Intermediate Algebra by
Soledad Jose-Dilao, p. 181
Exploring Mathematics, by
ORLANDO A. ORANCE,
et.al pp.482 - 484
Intermediate Algebra by
 Intermediate Algebra II,
Soledad Jose-Dilao, p. 181
by Soledad Jose-Dilao,
Exploring Mathematics,
et al. page 181
by ORLANDO A.
 Exploring Mathematics,
ORANCE, et.al pp.482 by ORLANDO A.
484
ORANCE, et.al pp.472482
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting
the new lesson
B. Establishing a
purpose for the
lesson
DLP Activity Sheet
DLP Activity Sheet
DLP Activity Sheet
DLP Activity Sheet
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
MOTIVATION:
WHAT’S THE NEXT?
THAT’S THE NEXT!
Define and generate
sequence
C. Presenting
examples/instan
ces of the new
lesson
Let the students perform
activity 1: “What’s
next?” LM, page 9 #s 1-3.
D. Discussing new
concepts and
practicing new
skills #1
Discuss how the answers
of Activity 1 are obtained.
Then provide examples
and let the students
identify the first term and
the next term.
A simple recall of the
previous topic
A drill on finding the next
few terms
Simple recall
Give the first few terms of
the given nth term and the
next few terms of the given
sequence by following the
order
A. Finding the first few
terms given the nth term.
1) an =n+4
2) an =2 n−1
Find the equation or
formula of the given
sequence
Determine the required
term of the given
sequence
Since a sequence is an
ordered collection of
natural numbers, it can be
described by an equation.
Present and discuss on
how to write the equation
of the sequence 3, 5, 7, 9...
Write the equation of the
sequences below.
1. 25, 50, 75, 100,...
2. 7, 9,11,13,15, ...
Give the next term of the
sequence
1. 2, 9, 16, 23, 30, …
2. 81, 27,9, 3, 1
Discuss how to find the
first few terms of the
sequence given the nth
term. Then let the students
write the next three terms
of the given sequence by
following the order.
1. 2, 4, 6, 8, …
2. .
1
3
,
1
5
,
1
7
,
Find the next three term of
the sequence.
1. 7, 11, 18, 29, 27, …
2. 4x-5, 7x-3, 10x-1, …
1
,…
9
3. 1, –1,1, –1, 1, –1, …
4. 64, 32, 16, 8, …
E. Discussing new
concepts and
practicing new
skills #2
Of the sequences provided
in D, let the students
describe the pattern.
F. Developing
mastery (Leads
to Formative
Assessment 3)
Group Activity (Game):
Divide the class into 6
groups. Provide a
sequence and let each
group to answer. The first
group who can give the
correct answer will
receive a corresponding
point.
G. Finding practical
applications of
concepts and
Let the students cite some
instances that knowledge
and skills in generating
Discuss how to find the
next few terms of a given
sequence. Group Activity:
Provide each group a
sequence and give them 2
minutes to answer.
1. Find the first five terms
of the sequence whose
n
nth term is an =(−2 )
2. By following the order
write the next three
terms in the sequence
x – 1 , 2 x – 2 , 3x – 3 ,
4 x – 4, … .
A. Find the first five terms
of the sequence given
the nth term.
1. an =12−3 n
2. an =3n
B. Find the required term
of the following
sequences.
1. next four terms of
2, 9,16, 23.
2. next three terms of
1, -1, 1, -1
4. next two terms of
1
3
,1 , , 2
2
2
Write the equation of the
sequence
1
1
1
,
,
,
2
3
4
1
, ...
5
Write the equation that
describe the sequence.
1. 3, 7, 11, 15, …
2. 0, -4, -8, -12, …
3. 1, 2, 4, 8, …
Write the equation of the
sequences
1. 8, 16, 32, 64, . . .
7 13 19 25
, , , ,…
2.
2 2 2 2
A. Supply the missing
term.
1. , 9, 14, 19
2. 3, 8,
, 24, 35
¿
3. 1, 3 , 2 , 5 ,¿
2 1 2
B. Find the general term
of the given sequence.
1. 3, 6, 9, 12,...
2. -1, -3, -5, -7,...
3 2 5
3. 1, , , ,…
2 1 2
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning
sequence can be applied.
Let them justify their
answers.
How will you define
How can we find the first
How can the general or nth
sequence?
few terms of a sequence?
term of a sequence be
How will you describe the How can we find the next
found?
pattern of a sequence?
few terms of a given
How will you generate
sequence?
sequence?
Let the students answer:
A. Find the required number A. Perform Act.3:Getting
A. Activity 1: What’s
of terms of the sequence
to Know You, LM, p.11
next? #s 4-5 of LM,
given the nth term.
B. Find the nth term of
page. 10.
1) first five terms of
each sequence.
an =2 n−4
B. Activity 5, page
1. 3, 4, 5, 6, 7,...
2) first three terms of
1 1 1
1
13 of LM
, ,
2. 1,
,...
an = n+1
2
2 3 4
3. 2, 4, 8, 16, ...
B. Find the required term of
4. -1, 1, -1, 1, ...
the following sequences.
1. next four terms of
2, 9, 16, 23.
2. next three terms of
-3, -1, 3, 5,...
3. next two terms of
3 5 79
, ,
2 2 22
How can we determine
the required term of the
given sequence?
Perform odd numders of
Activity 6:”What is
Missing? “, page 14 of
LM.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant questions.
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up in the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
teachers?