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DAILY LESSON LOG OF M10AL-Ia-1 (Week One-Day One)

School BANATE NATIONAL HIGH SCHOOL Grade Level 10


Teacher JESSA LOU CAPAPAS MOSQUEDA Learning Area Mathematics
Teaching Date 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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of sequences
B. Performance Standards 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:
C. Learning Competencies/
1. Generates patterns
Objectives
2. Identify Sequence from Not sequence and finite and infinite sequence
3. Show patience in describing patterns and recognizing sequences
II. CONTENT GENERATES PATTERNS
III. LEARNING teacher’s guide, learner’s module, reference books
RESOURCES
A. References
1. Teacher’s Guide pages p. 14
2. Learner’s Materials
pp. 9-10
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Julieta G. Bernabe et. al., Our World of Math, pp. 3-4
Resources
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
IV. PROCEDURES 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.

A. Review previous lesson


or presenting the new
lesson

The teacher will ask the following questions.


a. What are the stages of the life cycle of the Lady Beetle?
b. Is it possible that its life started at the Pupa stage?

Answer:
a. Egg, Larva, Pupa and Adult Beetle.
b. No, it should start at the Egg stage.
In the life cycle, it goes through different stages of growth and development. The growth or
B. Establishing a purpose
development showed pattern. Like the stages of life, in Math patterns are presented as array
for the lesson
of numbers or objects. Today, we will study on how to recognize patterns in array of numbers.
Let the students do Activity 1: What’s next? On pp. 9-10 of LM.

Answer Key:
C. Presenting examples/ 1. S
instances of the new 2. 20; 36
lesson 3. -16; -26
4. 243; 17714
5
5. 5;
2
To understand the content of the activity, present the guide questions:

D. Discussing new 1. How did you find the answer?


concepts and practicing 2. Were you able to find patterns?
new skills #1 3. Was it difficult to identify the next number/object?

Answers are drawn out from the students.


Show the series of numbers to students:
1. 1,2,3,4,5
2. 2,4,6,8,10,…
Ask the students if it has pattern. What do you call this array of numbers? Give the definition
of Sequence. Each number in a sequence is called a term. In the sequence 1,2,3,4,5, each
terms in the sequence are denoted as a 1 , a2 , a3 , a4 , a 5. There are two types of sequence the
finite and infinite. Give the definition of finite and infinite sequence.
E. Discussing new
concepts and practicing Let students identify whether the series of numbers is a sequence or NOT. If sequence, tell
new skills #2 whether it is finite or infinite.
1. 3,7,11,15,…
2. 3,6,7,9,12
3. 2, 7, 12, 17, 22
Answer:
1. Sequence ; Infinite
2. Not Sequence
3. Sequence ; Finite
Let the students do the seatwork.

Determine whether the series of numbers is sequence or NOT, if sequence, identify whether it
is finite or infinite:
1. 1,-1,1,-1,…
2. 109,104,99,94
F. Developing mastery
3. 14,-9,-4,1,6
(leads to formative
4. 0.3,0.6,0.9,0.11
assessment 3)
Answer:
1. Sequence ; Infinite
2. Sequence ; Finite
3. NOT Sequence
4. NOT Sequence
G. Finding practical In life, you experience a sequence of ups and downs. What should one’s attitude be towards
applications of concepts ups and downs in life?
and skills in daily living
The teacher will see to it that the students will be able to recognize sequence and identify it as
finite or Infinite. Draw the answers from the students:
H. Making generalizations
1. What is a sequence?
and abstractions about
2. How will you recognize that the series of numbers or objects are sequence or NOT
the lesson
sequence?
3. How will tell a finite sequence from infinite sequence?
I. Evaluating Learning In a ¼ sheet of paper.
Answer the open-ended questions as honestly as you can.
1. I learned that ______________________________________________________.
2. I found it difficult to _________________________________________________.
3. I need to know how to _______________________________________________.
Write the next three terms of the sequence.
1. 2,5,10,17,…
2. 3,7,11,15,…
J. Additional activities or
remediation
Answer:
1. 26,37,50
2. 19,23,27
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else
VI. REFLECTION 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

Prepared by: Checked by:

JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO


TEACHER I MT - 1

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