Name: Resyl Bei S.

Morales Date: March 7, 2022

Course & Year: BSED-Math 4 Score:

Assessment 2.2

A Semi-Detailed Lesson Plan in Mathematics X

Subject: Mathematics 10 Level: Grade-X

Quarter: Second Quarter Time frame: 90 minutes

Content Area: Patterns and Algebra

Unit/ Chapter: Unit 2, Sequences

I. Objectives
General:
Given a set of patterns, the Grade-10 students will be able to solve problems involving
arithmetic sequences with 90% accuracy in no more than 30 minutes
Specific:
1. Illustrate an arithmetic sequence
2. Apply the formula of the arithmetic sequence in finding the nth terms
3. Define arithmetic sequence by obtaining the common difference
4. Appreciate the importance of the formula of an arithmetic sequence
II. Subject Matter

a. Topic: The Arithmetic Sequence

b. Instructional Materials:
✓ Laptop
✓ Zoom
✓ Power Point Presentation
✓ Video Presentation
✓ E-Learning System

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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.
 ✓ Quizlet
✓ Pickster (Online Random Name Picker)
✓ Arithmetic Progression Calculator
c. Delivery of Instruction: Synchronous and Asynchronous Method
d. References: Mathematics X Learner Book
Callanta, Melvin M., Canonigo, Allan M., Chua, Arnaldo I., Cruz, Jerry D., et.al.
2015. Mathematics Learner’s Module. Department of Education. Republic of the
Philippines.
Values Integration:
• Collaboration and Teamwork- Students will collaborate, support one another, and work as a
team to effectively comprehend the discussion if learning tasks are assigned.
• Speed and Accuracy – When learners are chosen at random using pickster, they will
react quickly and accurately to the provided question regarding a specific topic.

III. Virtual Components and Lesson Activities:

Teacher’s Activity Learner’s Activity

The teacher gives a zoom meeting link the The students arrive at the allotted time for the
day before class and sends it to the students meeting.
through email.

A. Routinary Activities:
The teacher will ask the students' permission The students will give permission to the
to record the meeting so that students who teacher
were unable to attend the virtual class can
view the recorded discussion.
a. Prayer
The teacher will present a prepared video Students demonstrate politeness by keeping
prayer displayed on the screen. silent and bowing their heads.
b. Greetings
The teacher greets the students virtually The students also greet the teacher

Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.
 c. Checking of Attendance
As their names were called for attendance, the As the teacher checks the attendance,
teacher requested the students to turn on their alphabetically, the students on their mic and
cameras and microphones and speak present. say present.
d. Checking on the student’s progress
The teacher will inquire about the status of
the students' learning activities and The students discuss their progress with the

assessments on VSUEE since all of the teacher.

resources have been posted to the e-learning.

B. Preparatory Activities:

a. Drill

The teacher will use a YouTube video clip as The students paid close attention to the video
an icebreaker for the students and followed the presentation

b. Review

The teacher will do a short recap about the

The students will respond and tell what they
definition of sequence and ask some students
have learned.
to share some information they have learned
from the previous meeting.

c. Motivation

The teacher will have a short activity called

The students participated in the given activity
“4 Pics, 1 word”. He/she will share on his/her
screen on 4 pictures with 1 word in relation to
arithmetic sequence. The teacher will ask
volunteer or randomly pick students. Prize
will be given to students who have correctly
guess the word.

Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.
The teacher congratulates the student who
have correctly guess the word of the given The students have enjoyed the activity and
pictures about arithmetic sequences and congratulate their classmates
instruct the students to turn off their mic

C. Lesson Proper

The teacher shares the prepared slides for

discussions and learning exercises on the
screen during the virtual

a. Activity

The teacher introduces the Quizlet gaming The students participated in the game by
app and informs the student that whoever get logging in to Quizlet and answering the
the highest score will earn a prize. questions in relation to arithmetic sequences.

b. Analysis
The teacher will call students at random and Random students respond to the questions in
instruct them to open their webcams and an effective, succinct, concise, and varied
microphones to answer the following manner.
questions:
• What have you observed with the
given problems that involves
arithmetic sequence?
• How did you solve the given patterns
and sequences?
• Why is it important to know how to
solve arithmetic sequence?

c. Abstraction
Along with the answers of the learners in the The students listen to the discussion
question above, the teacher will discuss about attentively.

Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.
arithmetic sequences with various educational
tools like Power Point presentation,
Arithmetic Progression Calculator and many
more including the supplemental videos from
YouTube.
d. Application
After relating the arithmetic sequence to real The selected students will give one example
life situation, students will be asked to give about real-life example involving arithmetic
one example on their own about real-life sequence.
examples shows arithmetic sequence.
The students are encouraged to complete the The students asked for clarification on the
activity on the e-learning system, where the activity, to which the teacher responded
materials have already been uploaded by the thoroughly
teacher

D. Generalization

The teacher will use the Pickster, (an online

Selected students answer the questions based
app that randomly pick names) to call the
on what they have learned in the virtual
students' attention so that they can answer the
discussions.
questions before the meeting ends.

1. What is the general formula in finding the

nth terms of arithmetic sequence?

2. How do you obtain the common difference

of arithmetic sequence?

3. What have you learned from the discussion

or what is your realization?

Following the generalization, the teacher will remind the students to complete the evaluation
and assessment assignments that have been uploaded to the VSUEE by the deadline. She will

Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.
then go over these materials with the class, answering any questions and clarifying any
concerns that the students may have.

IV. Evaluation

Direction: Determine whether the pattern given below form arithmetic sequence. If they do,
identify the common difference.

1. -9, -109, -209, -309, …

2. 28, 18, 8, -2, …

3. 28, 26, 24, 22, …

4. -16, -6, 4, 14, …

5. 6.6, 7.2, 7.8, 8.4, 9, ….

6. 7, 10, 16, 19, 25, …

7. 5√2 , √2 , -3√2 , -7√2 , -11√2

8. 1, -6, 36, -216, 1296, …

9. -8, -4, 0, 4, ….

1 1
10. 1, 2 , 0, − 2 , …

V. Assignment

Direction: Solve the given questions involving arithmetic sequence accordingly.

A. Name the first five terms of each arithmetic sequence described

1. 𝑎1 = 4 , 𝑑 = 3

2. 𝑎1 = 7 , 𝑑 = 5

3. 𝑎1 = 16 , 𝑑 = −2

4. 𝑎1 = 38 , 𝑑 = −4

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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.
 3 1
5. 𝑎1 = 4 , 𝑑 = − 4

B. Find the nth term of each arithmetic sequence

6. 𝑎1 = −1 , 𝑑 = −10 , n = 25

7. 𝑎1 = −3 , 𝑑 = −9 , n = 11

8. 𝑎1 = −1 , 𝑑 = −10 , n = 25

C. Complete each statement

9. 124 is the _____th term of -2, 5, 12, …

10. -28 is the _____th term of 7, 2, -3, …

17 1 3
11. - 4
is the _____th term of 2 4 , 2, 14 , …

12. The last term of an arithmetic sequence is 207, the common difference is 3, and the
number of terms is 14. What is the first term?

13. The third term of an arithmetic sequence is 14 and the ninth term is –1. Find the first four
terms of the sequence.

14. During a free fall, a skydiver falls 16 feet in the first second, 48 feet in the 2nd second, and
80 feet in the 3rd second. If she continues to fall at this rate, how many feet will she fall during
the 8th second?

After informing the students about the evaluation and assignment, the teacher will remind
them to review the materials uploaded to the VSUEE ahead of time and complete the activities
before the deadline. She will also notify them that the recorded discussions will be uploaded
following the zoom meeting. They will then take photographs for documentation and end the
virtual class with a productive goodbye greeting

Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.