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School

Teacher
Teaching Date
and Time

DGLLOMNHS
Jaime P. Ruelan
Monday, July 4, 2016
7:40-8:40 Humility
8:40-9:40 Grace
10:00-11:00 Wisdom
11:00-12:00 Faith

I. OBJECTIVES

A. Content Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
II.
III.
A.
1.
2.
3.
4.

B.

IV.

CONTENT
LEARNING
RESOURCES
References
Teachers Guide
pages
Learners Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)
portal
Other Learning
Resources

PROCEDURES

A. Review previous
lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/ instances
of the new lesson
D. Discussing new

Grade Level
Learning Area

Quarter

Grade 10
Mathematics

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 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.

The learner demonstrates understanding of key concepts of sequences.


The learner is able to formulate and solve problems involving
sequences.
1. Generates patterns (M10AL-Ia-1). (Cognitive)
2. Define sequence (Cognitive)
3. Spot the rules of describing the generated patterns. (Psychomotor)
4. Demonstrate appreciation of generating and recognizing patterns as
important skills needed to understand concepts of arithmetic
sequence. (Affective)
Arithmetic Sequence
teachers guide, learners module, activity sheets for dependent
learning, worksheets for independent learning, reference books
Pages 14-22
Pages 9-25

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 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.

Ask the students their ideas about patterns.

Let the students realize that recognizing and extending patterns are
important skills needed to understand the concepts of arithmetic
sequences.
Let the students do Activity 1 as a springboard for arithmetic sequences.

Check the answers of Activity 1. Ask the students about the

concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of
concepts and skills
in daily living
H. Making
generalizations and
abstractions about
the lesson
I.

Evaluating Learning

J.

Additional activities
or remediation
REMARKS

V.
VI.
A.
B.

C.

D.
E.

F.

G.

REFLECTION
No. of learners who earned
80% of the evaluation
No. of learners who require
additional
activities
for
remediation
who
scored
below 80%
Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue
to require remediation
Which
of
my
teaching
strategies worked well? Why
did these work?
What
difficulties
did
I
encounter
which
my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers

mathematical skills or principles that they used to recognize the pattern


and to get the next number. Tell them that the given set of shapes and
the given set of numbers which follow a definite pattern are called
sequences.
The teacher will provide another activity on recognizing pattern and
getting the next number where the students perform as a group.
(Dependent Learning)
The teacher gives another activity for the students to perform. This will
allow the students to demonstrate learning. (Independent Learning)
The teacher will provide real-life situations where the concept learned
can be applied. Here the teacher enumerates the real-life situations.
(The teacher uses other references.)
The teacher summarizes the mathematical skills or principles used to
recognize pattern and to get the next number and also the definition of
a sequence. Answers can be drawn from the students.
The teacher gives the formative assessment. (It is suggested that the
teacher includes in this plan the formative assessment.)

Reflect on your teaching and assess yourself as a teacher. Think about your students
progress. What works? What else 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.