DAILY LESSON LOG OF M10AL-Ia-1 (Week One-Day Two)
School
Teacher
Teaching Date and Day
Time and Section
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
Grade Level 10
Learning Area Mathematics
Quarter First
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. These 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.
The learner is able to formulate and solve problems involving sequences in
different disciplines through appropriate and accurate representations.
Learning Competency: Generates patterns (M10AL-Ia-1)
Learning Objectives:
1. Generate patterns
2. Find the next few terms of a sequence
3. Show patience in describing pattern and recognizing
sequence and with endurance in the formulation of the rule or
pattern of a sequence in finding the 𝑛𝑡ℎ term.
GENERATES PATTERNS
teacher’s guide, learner’s module, reference books
p. 14
pp. 9-10
Julieta G. Bernabe, et. al., Our World of Math, pp. 3-4
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the 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.
Ask the question,
1. Define Sequence
2. How do you discriminate sequence from not sequence?
The teacher will say this, “Today, we will be finding the term of the sequence as
well as the next few terms. You are encouraged to ask questions if you have
any.”
Let the students work by pair. Present the activity to them.
ACTIVITY 1
Looking at the pattern, write the next three terms of the sequence.
1. 8,11,14,17,…
2. 6,7,9,12,…
1 1 1 1
3. , , , ,…
2 4 8 16
Answers:
1. 20,23,26
2. 16,21,27
1 1 1
3. , ,
32 64 128
Ask the guide questions:
1. Was there a pattern in the given sequences?
2. How did you find the pattern?
3. What is the pattern?
4. What are the answers?
Answers:
1. Yes.
2. A number is added, subtracted, multiplied or divided for each term
of the sequence.
 3. For number 1, three is added for each term. For number 2, one is
added to the first term, two is added to the second term, three is
added to the third term, four is added to the fourth term, five is
added to the fifth term, six added to the sixth term and seven is
1
added to the seventh term. For number 3, is multiplied for each
2
term.
4. 1. 20,23,26
2. 16,21,27
1 1 1
3. , ,
32 64 128

Use Activity 1 Number 1 for discussion.

8,11,14,17,…,𝑎𝑛
The dots indicate not all numbers are written down explicitly. The last term is 𝑎𝑛 .
Question:
1. How will you find the last term? (answer varies)
2. Can you think of a rule to describe the terms in the sequence? (Yes)
The rule that describe the terms in the sequence that gives the nth term of the
sequence is called explicit formula. The pattern in a sequence may be expressed
E. Discussing new concepts by a formula.
and practicing new skills 3. What is the explicit formula of the sequence? (𝒂𝒏 = 𝟑𝒏 + 𝟓)
#2
Show how to generate the first five terms of the sequence 𝒂𝒏 = 𝒏 + 𝟔

𝒂𝟏 = (𝟏) + 𝟔 =7
𝒂𝟐 = (𝟐) + 𝟔 =8
𝒂𝟑 = (𝟑) + 𝟔 =9
𝒂𝟒 = (𝟒) + 𝟔 =10
𝒂𝟓 = (𝟓) + 𝟔 =11

Answer:
The sequence generated is 7,8,9,10,11 from 𝒂𝒏 = 𝒏 + 𝟔.
Let the students answer Activity 2: Term after Term on page 11 of the LM.

F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
Answer:
1. 5,6,7,8,9
2. 1,3,5,7,9
3. 9,6,3,0,-3
4. 3,9,27,81,243
5. -2,4,-8,16,-32
Sequence may also be referred to an orderly arrange of doing things. Orally,
share the steps in preparing for school.
 The rule that describe the terms in the sequence that gives the nth term
of the sequence is called explicit formula.
Write the first five terms of the sequence with the given 𝑛th term formula.
1. 𝒂𝒏 = 𝟐𝒏𝟐 + 𝟑
2. 𝒂𝒏 = 𝟓𝒏 + 𝟔
3. 𝒂𝒏 = 𝟐(𝒏 + 𝟑)
Answer:
1. 5,11,21,35,103
2. 11,16,21,26,31
3. 8,10,12,14,16

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI. REFLECTION works? What else needs to be done to help the pupils/students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
 questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with 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 use/ discover
which I wish to share with other
teachers

Prepared by:

SHEILA O. CARPELA
Cabancalan NHS