Sample detailed plan

1. Week # 4
I. OBJECTIVES
A. Content Standard The learner demonstrates an 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.
C. Most Essential Learning
Competencies / Objectives
Write the LC code for each.
Determines geometric means, nth term of a geometric sequence and sum of the terms of a given finite
or infinite geometric sequence.
Specific Learning Objectives:
At the end of the lesson, the learners are expected to:
a. illustrates a geometric sequence.;
b. appreciate the formula in finding the nth term of a geometric sequence; and
a. solve real-life problems involving geometric sequence.
II. CONTENT/LESSON Finding the nth term of a Geometric Sequence
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pg 22-28
2. Learner’s Materials pages Pg 26-40
3. Textbook pages N/A
4. Additional Materials from
Learning Resource (LR)
portal
Mathematics
Quarter 1 – Module 6: Finding the 𝒏th Term of a Geometric Sequence and Geometric Means
B. Other Learning Resources N/A
DAILY LESSON PLAN IN
MATHEMATICS 10
School PINOMA NATIONAL HIGH SCHOOL Grade Level 10-FAITH
Teacher RYAN C. ENRIQUEZ Learning Area MATHEMATICS
Teaching Dates and Time September 19, 2023 @ 11:00-12:00 Quarter I

2. IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lesson
or presenting the new
lesson
ENGAGE
1. Preliminaries
Good morning class!
Before you take your seat, kindly pick up the
litters and align your chairs properly.
2. Review
Before we begin our lesson today, let’s have a
review of our topic yesterday.
So let’s have an Activity
May I request Zcairah to read the title of the
activity and the direction.
Good morning sir!
Zcairah will read the title and direction of the
activity.
(VALUES INTEGRATION)
ACT. 1: YOU MAKE ME SMILE (Version 2.0)!
Directions: There are five sequences to be
flashed in the screen one at a time. Determine if
the given sequence is a geometric sequence or
not. If it is a geometric sequence raise happy
emoji ☺ on the other hand raise sad emoji 😥 if
it is not.
1. 1, 6, 36, 216, ...
2. −1, 1, 4, 8, ...
3. 4, 16, 36, 64, ...
4. −3, −15, −75, −375, ...
5. −2, −4, −8, −16
Answers
1. 😊 – Geometric Sequence
2. 😢 – Not Geometric Sequence
3. 😢 – Not Geometric Sequence
4. 😊 – Geometric Sequence
5. 😊 – Geometric Sequence

3. B. Establishing a purpose for
the lesson
Okay! It seems that you can still recall our lesson
last time. Just keep your emojis because later on
we’ll be using that in our succeeding activities or if
you wish to recite just raise your emoji.
(VALUES INTEGRATION)
The activity that we did a while back featured the
two common emojis found in social media, right
class?
The happy and the sad! In life, no matter how much
we want to be happy all the time there are still
moments we can’t avoid sadness, it’s okay because
we will never know the true meaning of happiness if
we do not know how it feels like to be sad but just
like mathematics there’s also formula for happiness:
Francine kindly read the formula.
Thank you Fancine!
Today we will tackle the continuation of the concept
of geometric sequence and we will study to find the
nth term of a geometric sequence.
Here is our MELC for this week:
Determines geometric means, nth term of a
geometric sequence and sum of the terms of a given
finite or infinite geometric sequence.
These are our learning objectives for today:
At the end of the lesson, you are expected to:
a. illustrates a geometric sequence.;
b. appreciate the formula in finding the nth
term of a geometric sequence; and
c. solve real-life problems involving geometric
sequence.
“Yes, sir.”
Francine will read the formula for happiness.
ADD your FRIENDS,
SUBTRACT your ENEMIES,
MULTIPLY your JOY, and
DIVIDE your SORROW.

4. C. Presenting
examples/instances of the
new lesson
EXPLORE
Motivation
In our first activity you did the two common emojis,
this time, for our next activity we will do a guessing
game using emojis as a clue.
May I request Bernard to read the title and the
direction of the game.
Bernard will read the title and direction of the
activity.
(ARALING PANLIPUNAN AND LITERACY
INTEGRATION)
ACT. 2. EMOJI QUIZ: Name that Place in the
Philippines
Directions: There are 10 sets of clue emojis that
will be flashed on the screen. Try to guess the
place in the Philippines using the given EMOJIS
as your CLUES! You are only given 15 seconds
to guess the answer.
Example:

5. BONUS:
ANSWERS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

6. D. Discussing new concepts
and practicing new skills
EXPLAIN
Thank you for your participation. In our activity, we
decode the places in the Philippines using patterns.
I hope someday we’ll get to explore the places
mentioned in Activity 2. But as for now, let's first
explore the formula for finding the nth term of a
geometric sequence.
By the way, what is a Geometric Sequence again?
Yes, Jhayan!
Exactly!
What’s the formula in finding the nth term of
geometric sequence?
Here is the formula:
.
Let me introduce the topic by presenting to you
situations on geometric sequence. Let us study
example 1.
Jasmine, kindly read example 1.
Here is the solution:
a. For 6 days
Given: 𝑎1 = 4 r = 2
Formula: 𝑎𝑛 = 𝑎1𝑟𝑛−1
Solve: 𝑎𝑛 = 𝑎1𝑟𝑛−1
𝑎6 = 4(2)6−1
𝑎6 = 4(2)5
𝑎6 = 128
Jhayan: Geometric sequence is a sequence
formed by multiplying the succeeding number
by its common ratio.
(HOTS, VALUES, HEALTH, AND DRRRM
INTEGRATION)
Jasmine reads the problem.
BE A GOOD LEADER
Example 1.
Jose is a Grade 10 student at Pinoma
National High School. He observed that some of
his classmates were absent the past few days.
Being a student leader, he gathered data and
found out the cause of their absences was due
to sore eyes. He observed that the number of
infections grew geometrically.

7. (b-c. Varied answers from students)
Let’s proceed to example 2. John will you read the
problem?
Here is the solution:
a. For 7 days
For Lina: Given: 𝑎1 = 1 r = 2
Formula: 𝑎𝑛 = 𝑎1𝑟𝑛−1
Solve: 𝑎𝑛 = 𝑎1𝑟𝑛−1
𝑎7 = 1(2)7−1
𝑎7 = 1(2)6
𝑎7 = 64
For Lina: Given: 𝑎1 = 1 r = 3
Formula: 𝑎𝑛 = 𝑎1𝑟𝑛−1
Solve: 𝑎𝑛 = 𝑎1𝑟𝑛−1
𝑎7 = 1(3)7−1
𝑎7 = 1(3)6
𝑎7 = 729
(b-e. Varied answers from students)
a. If there were 4, 8, 16, … on the first three
days, how many will be infected after 6th day?
b. Enumerate ways on how to avoid sore eyes.
c. Do you believe in the saying “Prevention is
better than cure.” Justify your answer.
John reads the problem.
SAVE FOR A CAUSE
Example 2.
Through inspiration instilled by their parents
and realization brought by the COVID-19
pandemic experience, Lina and Lino, both
Senior High School students decided to save
money for a charity cause. Lina and Lino have a
piggy bank and they want to put money in the
piggy bank. Given below is the amount of money
put in the piggy bank.
Lina: ₱1.00, ₱2.00, ₱4.00, ₱8.00, …
Lino: ₱1.00, ₱3.00, ₱9.00, ₱27.00, …
Given the above situation, answer the following
questions:
a. How much money needs to be saved by
Lina after 7 days? How about Lino?
b. Is the combined savings enough for a
charity donation? Why?
c. What values were manifested by the two
senior high school students?
d. Will you do the same thing these students
did? What are the other ways that you
can help less fortunate people?
e. Do you agree with the statement of Pope
John Paul II said that “Nobody is so poor
he has nothing to give, and nobody is so
rich he has nothing to receive"? Justify
your answer.

8. E. Developing mastery
(Leads to Formative Assessment)
(SCIENCE INTEGRATION/HOTS)
ELABORATE
For mastery, let’s now have a group. So I will group
you into five.
Rica kindly read the situation.
Rica reads the situation.
GROUP ACTIVITY
Romeo and Juliet were given an assignment
about their topic finding the nth term of
geometric sequence.
Task
A scientist is studying a type of bacteria. The
number of bacteria over the first four days is
shown below.
How many bacteria will there be on day 7?
Below is the solution of the two learners.
Romeo’s solution:
𝑎𝑛 = 𝑎1𝑟𝑛−1
𝑎7 = 1620(2)7−1
𝑎7 = 1620 (2)6
𝑎7 = 1620 (64)
𝑎7 = 103,680
Juliet’s solution:
𝑎𝑛 = 𝑎1𝑟𝑛−1
𝑎7 = 60(3)7−1
𝑎7 = 60 (3)6
𝑎7 = 60(729)
𝑎7 = 43,740
a. Who among them got the correct
answer? Justify.
b. If you are one of the students in the
situation who gets the right answer
how will convince your friend?
F. Finding practical
applications of concepts
and skills in daily living

9. G. Making generalizations and
abstractions about the
lesson
What is the formula used for finding the nth term of
a geometric sequence? How important that we know
the formula in finding the nth term?
H. Evaluating learning
EVALUATE
TRIAD ACTIVITY /
Math Brochure Project
Direction: Make a leaflet/brochure showing
information on arithmetic and geometric sequences.
Include examples and related problems.

10. I. Additional activities for
application or remediation
YOU MAKE ME SMILE (Version 3.0)
Directions: On the happy side of your emoji stick,
write the things that you have learned about the
lesson. While on the sad side, write the things that
confused you or the things that you want to learn
about.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons 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?
Checked by:
EDDIE C. REYES
Secondary School Principal II
Prepared by:
RYAN C. ENRIQUEZ
Teacher III