Teacher: CYNTHIA D.

MARTINEZ Subject: MATHEMATICS 10

Date: June 16-20, 2025 Quarter: First

Republic of the Philippines DAILY LESSON LOG

Department of Education
Region IV-A CALABARZON
Division of Batangas
Calatagan National High School
Barangay I, Calatagan, Batangas

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

The learner demonstrates understanding of the key concepts of sequences, polynomials and polynomial equations.
A. Content Standard
The learner is able to formulate and solve problems involving sequences, polynomial equations in different disciplines through appropriate and
B. Performance Standard accurate representations.

Objectives: M10AL-Ia-1
Objectives: > Diagnose mastery of The learner will generate
M8AL-Ib-1
>Check the student’s core competencies. patterns.
The learner will illustrate the
Objectives: prior knowledge about > identify critical
learning gaps requiring arithmetic sequence.
> Orient the students the topics. Objectives:
immediate
about the school/class >Learn how to follow >Recognize and
remediation. Objectives:
C. Learning Competency/ies rules. simple instructions. articulate the rule
>Demonstrate >identify arithmetic sequence.
(Write the LC code for each) > Recall the basic >Apply the basic concepts governing various
understanding of the >Determine the common
concepts of mathematical patterns.
of Mathematics in basic concepts in
>Accurately predict difference of an arithmetic
operations. answering 1-30 item mathematics.
and extend the sequence.
pretest. >Discuss the objectives
sequence using >Appreciate arithmetic sequence
and significance of the certain patterns. in solving real life activities.
national math program
(NMP).
II. CONTENT PARENTS/STUDENTS ORIENTATION OF INTRODUCTION:
(Subject Matter) ORIENTATION PRETEST ARITHMETIC SEQUENCE
NMP/ASSESSMENT TEST PATTERN and SEQUENCE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Learning Module 10, Mathematics 10 Learners
pages 4-8 Module pages 12-14
2. Learner’s Materials pages Learners Module 10, PIVOT Learners Material pages
pages 2-9 8-10
B. Other Learning Resources
FILL ME UP….(4mins)
Routine Activities Observe the interval of
I. Opening Prayer each given term. Identify
and Greetings the missing term/s then
describe the pattern.
II. Verification of
attendance Routine Activities 1. S, ___, L, XL, ___
III. Pre-test Opening Prayer
Routine Activities 2. J, F, M, A,___, J, J, ___
Instructions and and Greetings
I. Opening Prayer Start the class by asking the
Overview 3. S, ___, T, ____, TH, F,
and Greetings question “How will you apply the
II. Verification of
____ concepts of sequence and
IV. Pre-Test attendance
II. Verification of patterns in your life?”
IV. PROCEDURES Administration 4. P,___, S, T, ___, PO,
attendance
A. Reviewing previous lesson III. Orientation
____ Solicit answer and discuss if
V. Results Analysis proper
III. The Math Class necessary to point out moral
5. SINGKAMAS, _____,
values from it.
IV. Entertaining SIGARILYAS, MANI,
IV. Orientation
questions/open ______, _______,
proper
forum PATANI

Consider the patterns in

examples 1-4, which of
theses patterns could be
extended infinitely and
which have limits? Explain
your reasoning.
 DEEPEN..(8mins)

Were you able to identify

Pretest proper the patterns and identify
Answering 1-30 item the next terms of the
multiple type test. sequence?

Checking and evaluation. Likewise in mathematics, Present a sequence of numbers

identifying the pattern is in class and have them analyze
an important skills the pattern.
needed for learning
concepts related to
3, 7, 11, 15, 19
sequences which is our
objective today.
Preliminary Activity Solicit answer from the class. List
Let’s consider this… down their observations leading
Have the class answer the them to the concept of
c arithmetic sequence.
following questions:

B. Establishing a purpose for the Unlocking of difficulties: Literacy

What did you learn in
lesson Common
your previous Math class?
Difference
What are your Arithmetic sequence
expectations to this Terms
subject?
After the activity, state that the
objective that needs to be
accomplished within the day is
Guide Questions: to illustrate arithmetic sequence.
Which of the patterns is
the most complex, and
why?

If you were to extend the

pattern in examples 6
beyond the given terms,
what would be the next 3
terms of the sequence?
Explain your answer.
 Checking prior knowledge Introduction (8mins)
on basic math concepts. The set of
letters/words/figures in
Present some pictures the above activity are
and let them called sequence.
describe/explain or tell
something about the Briefly discuss the
icons. concepts of sequence.

A sequence is defined
as an arrangement of
numbers in a particular
order.

Now, let’s take a look at

the given example.
2, 4, 6, 8, 10, 12
Recognizing and extending
patterns are important skills
Can you identify the
needed for learning concepts
pattern?
C. Presenting examples of the about arithmetic sequence.
Solicit answers from the
new lesson
class.
Introduce and discuss arithmetic
sequence by providing several
Present 4 more examples
examples in class.
in class to further
understand the lesson.
 Check your understanding…
Check your
How well do you know me?
understanding…(8mins)
For oral activity, ask the class
Identify the patterns
which of the following sequence
being used in the given
D. Discussing new concepts and is an arithmetic sequence? If the
number sequences and
practicing new skills #1 sequence is arithmetic, give their
give the next two terms.
common difference.
a. 0, 4, 8, 12, 16
a. 4, 16, 64, 256
b. 1, 3, 9, 27, 81
b. 2, 17, 32
c. 160, 80, 40, 20, 10
c. 6, 18, 30, 42
d. 9, 4, -1, -6, -11
d. 1, 4, 9, 16

The next activity will assess your

skills in using the concept of the
Give the first four terms
common difference in
of the sequence whose
determining the next terms of an
nth term is given by a rule arithmetic sequence.
(10mins)
E. Discussing new concepts and Think…Pair…Share..
practicing new skills #2 a. an = n+ 4 answer: 5,
6, 7, 8 Give the next three terms of the
following arithmetic sequence.
b. an = 2n -1
c. an = 3n a. 10, 20, 30, ____, ____, ____
b. 68, 55, 42,___, ____, ____
c. -4, -1, 2, ____, ____, _____
 . Challenge Yourself….

Illustrate arithmetic sequence

given the common difference
and the first term of the
sequence.

a. d = -3 and a1 = 7

b. d = 2 and a1 = 2x
F. Developing mastery
call somebody to present their
answers in class as guided by the
teacher.

Check and discuss if necessary.

 Challenge Yourself
(10mins)

What’s my weight?
An old woman is
overweight. Her doctor
told her to decrease
36kg. If she loses 11
kilos in the first week, 9
kilos in the 2nd week
and 7 kilos in the 3rd
week. If she continues Word problem…
losing at this rate, how (Localization/Contextualization)
long will it take her to
lose 36kg? A school service from Bagong
Silang to Calatagan National High
School has a base fare plus a
Design a chart or graph
certain amount for each mile.
G. Finding practical applications that visually represents The rates are shown in the table
of concepts and skills the woman’s weight below. How far could a student
loss over time. What traveled if he will pay 12.50
trends do you observe? pesos?

RUBRIC to be used: km 1 2 3 4
cost 4.5 6.00 7.50 9.00
0

Values integration:
Perseverance and
Discipline
The activity highlights the
importance of sticking to
a plan like the weight lose
regimen to achieve a
long-term goal.
 A series of questions
will be given to Series of questions will be given.
summarize the lesson.
(5mins) Guide Questions:
H. Making generalizations and 1. How will you know if
abstractions about the lesson What mathematical the sequence is an
concepts did you use arithmetic sequence?
to identify the 2. How will you determine
unknown/missing the next term of an
terms? arithmetic sequence?
 Practice your skills
(10mins)

Read each item

carefully. Write only Check your understanding
the letter of the correct
answer. Write FACT if the statement is
correct and BLUFF if not.
1. It is an ordered list of
numbers that is _____1. If we add or subtract
continuous without the same number each time to
end. make a sequence then it is called
an arithmetic sequence.
A. Pattern
_____2. The common difference
I. Evaluating Learning B. Sequence of the sequence 4, 7, 10, 13, 16
C. finite sequence is 5 respectively.
D. Infinite sequence a+b
_____3. The sequence a, ,
2
2. Bella and her sister b illustrates arithmetic
Bea take turns lighting sequence.
the candles during a _____4. The next term of the
brownout. Bea goes sequence -14, -12, -10 is -7.
first than Bella. Who _____5. The sequence 8, 13, 19,
between the two will 24, 30 has a common difference.
light the 8th candle?
A. Bea C. Both of
them
B. Bella D. None of
them
4. The sequence 1, 3, 6,
10, 15,…represents
triangular numbers.
Which of the following
sequences shares a
similar type of
relationship between
consecutive terms,
even if the specific
numbers differ?
 A. 1, 2, 4, 8, 16
B. 1, 4, 9, 16, 25
C. 2, 5, 9, 14, 20
D. 1, 2, 3, 4, 5

5. Given the sequence

0, 1, 4, 9,…, which of
the following rule best
describe the sequence?
A. an= n-1 C. an=
(n-1)2
B. an = n+1 D. an=
2
(n+1)

Assignment: Please
J. Additional activities for read and study the
application or remediation concepts of patterns
and sequence.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of Learners who require additional
activities for remediation
C. 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?
ATTENDANCE
Tuesday Wednesday Thursday Friday
RECORD Monday Prepared by:
Boys- Boys- Boys- Boys- Boys-
LAUREL Girls- Girls- Girls- Girls- Girls- CYNTHIA D. MARTINEZ
Total: Total: Total: Total: Total: Teacher III

Boys- Boys- Boys- Boys- Boys-

MABINI Girls- Girls- Girls- Girls- Girls-
Total: Total: Total: Total: Total: Checked by:
Boys- Boys- Boys- Boys- Boys-
GREELIE C. FETALCORIN JENNIFER P. VILLAMIN
MALVAR Girls- Girls- Girls- Girls- Girls-
Master Teacher I Head Teacher III
Total: Total: Total: Total: Total:
Boys- Boys- Boys- Boys- Boys-
MOZI Girls- Girls- Girls- Girls- Girls- Noted:
Total: Total: Total: Total: Total:
Boys- Boys- Boys- Boys- Boys- GLORIA C. SALAZAR
RIZAL Girls- Girls- Girls- Girls- Girls- Principal I
Total: Total: Total: Total: Total: