ST.
VINCENT’S ACADEMY,
INC.
Kauswagan, Lanao del Norte
Tel. No.: (063) 227 – 1007
Email: svacademyschool@yahoo.com
TRANSFER
The students on their own and in a long
run will be able to create Architectural
design that will enhance their creativity
Architectural Design
and analytic skill
PERFORMANCE
TRANSFER GOAL STANDARD PERFORMANCE TASK
The learners is able to formulate and solve
A.1 illustrates an arithmetic problems involving sequences, EQ: How can understanding the key concepts of
sequence. polynomials and polynomial equations in sequences, polynomial and polynomial equation help
A. 2 different disciplines through appropriate solve real life problems.?
Determine arithmetic means and and accurate representation EU: The learners will understand the key concepts of
sequences, polynomial and polynomial equation that they
nth term of an arithmetic sequence. will be able to formulate, solve and use it in real-life
UNIT TOPIC: situation.
Patterns and Algebra
ACQUISITION MAKE MEANING
Demonstrates understanding of key concepts of
sequences, polynomials, and polynomial
equations.
CONTENT STANDARD
UNIT STANDARDS AND COMPETENCY DIAGRAM
ST. VINCENT’S ACADEMY, INC.
Kauswagan, Lanao del Norte
Tel. No.: (063) 227-1007
Email: svacadmyschool@yahoo.com
Website: svapeace.webs.com/sva.ckgroup.ph
EXPLORE
This unit is about Patterns and algebra as applied using the key concepts of
sequences, polynomials and polynomial equation.
Consider this question:
How can understanding the key concepts of sequences, polynomial and polynomial
equations help solve real life problems.?
Map of Conceptual Change: Here and now
Directions: Write your own thoughts on the before part based on your basic knowledge
about solving problems involving sequences and equations .
BEFORE AND NOW
Before, I thought…
Now, I realized…
LEARNING
COMPETENCY
FIRM-UP
A.1 illustrates an Activity 1 Sequencing or Flow
arithmetic sequence.
Each item below shows a pattern. Answer the given Question.
Learning Targets:
1. What is the next shape?
I can illustrate an
arithmetic sequence.
2. What is the next number?
What is the 10th number?
0, 4, 8, 12, 16, ________
3. What is the next number?
What is the 8th number?
9, 4, -1, -6, -11, ________
4. What is the next number?
What is the 12th number?
1, 3, 9, 27, 81, _________
5. What is the next number?
What is the 7th number?
160, 80, 40, 20, 10,________
Activity 2: Pre-test and Post-test
Pre-test
Give the next three terms of the following sequences.
1. 2, 9, 16, 23, 30, …
2. 17, 13, 9, 5, 1, …
3. -26, -18, -10, -2, 6, …
4. 12x, 7x, 2x, -3x, -8x, …
5. 9-5x, 5-3x, 1-x, -3+ x, -7+ 3x..
Post test
A. 2 Activity 3: Think – Pair-share.
Determine arithmetic
means and nth term of
an arithmetic sequence. What is 1 + 2 + 3 +… + 50 + 51 + … + 98 + 99 + 100?
Learning Targets: A famous story tells that this was the problem given by an elementary school
teacher to a famous mathematician to keep him busy. Do you know? That he was
I can Determine
arithmetic means and
able to get the sum within seconds only? Can you beat that? His name was karl
nth term of an Freidrich Gauss (1777-1885). Do you know how he did it? Let us find out by doing
arithmetic sequence. the activity below.
Determine the answer to the above problem. Then look for a partner and compare
your answer with his/her answer. Discuss with him/her your technique (if any) in
getting the answer quickly. Then with your partner, answer the questions below
and see if this is similar to your technique.
1.What is the sum of each of the pairs 1 and 100, 2 and 99, 3 and 98, … 50 and 51?
2. How many pairs are there in number 1?
3.From your answer in number 1 and 2, how do you get the sum of the integers
from 1 to 100?
4. What is the sum of the integers from 1 to 100.
Activity 5: Board work
What is the sum of the terms of each finite sequence below?
1. 1, 4, 7, 10
2. 3, 4, 7, 9, 11
3. 10, 5, 0, -5, -10, -15
4. 81, 64, 47, 30, 13, -4
5. -2, -5, -8, -11, -14, -17
LEARNING DEEPEN
COMPETENCY
M.1 Activity 6: Problem Analysis
Solve problems
involving sequences.
A. Find the missing terms in each arithmetic sequence.
Learning Targets: 1. 3, 12, 21, __, ____, ____
I can Solve problems 2. 8, 3, -2, ___, ___
involving sequences.
3. 5, 12, ___, 26, ____
4. 2, __, 20, 29, ____
5. ___, 4, 10, 16, ____
B. Find three terms between 2 and 34 of an arithmetic sequence.
Activity 7
What is the sum of the terms of each finite sequence below?
1. 1, 4, 7, 10
2. 3, 5, 7, 9, 11
3. 10, 5, 0, -5, -10, -15
4. 81, 64, 47, 30, 13, -4
5. -2, -5, -8, -11, -14, -17
Learning Competency TRANSFER
T.1 Transfer Goal: The students on their own and in the long run will be able to generate
patterns and use it in real-life situations.
Generate Pattern
Performance Task
GOAL:
To create a geometrical design.
Learning Targets:
I can Generate Pattern
ROLE:
Architect
AUDIENCE:
Teacher and students
SITUATION:
You have been hired as an architect to design a mini open arena that could occupy
500-1000 people that will be used for certain events.
PRODUCT:
Blueprint of Mini open Arena
STANDARDS:
Mathematical Accuracy and Understanding of Mathematical Concepts.
GRASPS NARRATIVE
You have been hired as an architect to design a mini open arena that could occupy
500-1000 people that will be used for certain events. The seats are elevated in such
a way the difference of seating capacity for each level is constant. You can also
have different sub areas in your arena in such a way that the price value of each seat
depends on viewing distance from the stage, but make sure that conditions stated
earlier will be satisfied. You will be assessed according to the following:
-Accuracy of the design and calculations
-Creativity and neatness of the design
Analytic Rubric:
Criteria Level of Proficiency
Very Less
Proficient proficient
Advanced Proficient Beginner
4 2
5 3
Accuracy The The The The
of the dimensions dimensions dimensions dimensions
design and are very are are are less
calculation accurate. accurate. somewhat accurate
The Calculation accurate with
calculation s are with several
is written minimal errors in
meticulousl with errors in calculation
y written accuracy calculation.
and with and
high precision.
accuracy
and
precision
Creativity The design The design The design The design
and is is creative is is less
aestheticall and somewhat creative
neatness y creative presentabl creative, and less
and well- e. neat and presentabl
presentabl presentatio e
e. n is met at
standard
Self-Assessment:
Value Integration:
Academic Excellence
Prepared by: Checked by: Approved by:
RONEL J. MANGUBAT MS. KAYE B. ALCISTO, LPT MS JOSEPHINE N. AYUNO,LPT
Subject Teacher Academic Coordinator School Principal
