Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION IV – A CALABARZON
CAVITE NATIONAL HIGH SCHOOL
JUNE 1, 2015

Learning Competencies: The learner generates pattern.

The learner illustrates an arithmetic sequence.
Content Standard: The learner demonstrates understanding of key concepts of sequences.
Performance Standard: The learner is able to formulate and solve problems involving arithmetic
sequence.

I. Objectives:
At the end of the session, the students must be able to:

1. Illustrate and formulate mathematical model describing a particular arithmetic sequence.

2. Solve problems involving arithmetic sequence.
3. Demonstrate cooperation in the class activity.

II. Subject Matter

Topic: Arithmetic Sequence
References:
Mathematics G10 TG pp. 16 – 17
G10 LM pp. 12 – 15
Materials: Activity sheets, Board Marker, Eraser
Strategies: Cooperative Learning

III. Procedure
A. Daily Routine
 Morning Prayer
 Greetings
 Checking of attendance

B. Priming: Game: What’s next???

Instruction: Divide the class into 5 groups according to their preferences. Distribute the
materials needed for the game and instruct each group to write or draw their answer on the
strips of paper provided. Answer what comes next in the pattern.
1.

2.

3. 20 , 50 , 100 , 200 , ______ 500

4. D , R , M , F , S , L , T , _____ D
5. 1 , 4 , 27 , 256 , _______ 3125
C. Activity: Growing Dots

at 1 minute 2 minutes 3 minutes

Count the number of dots in each figure and record the results in a table.

number of minutes 1 2 3 4 5
number of dots
 1. Describe the pattern that you see in the sequence of figures above.
2. Assuming the sequence continues in the same way, how many dots at 6 minutes?
3. How many dots are there at 1 hour?
4. How many dots are there at t minutes.
(Let the students solve the problems using their preferred method. Make sure that their
solutions relates to the picture and how they arrive at their solution.)

D. Analysis
Guide questions.
1. Is there a pattern in the number of dots? If there is, describe it.
2. How is each term (number of dots) found?
3. What is the difference between any two consecutive number of dots?
4. How was the activity? What new things did you learn from the activity?

E. Abstraction
Concept: Definition of arithmetic sequence and common difference.

A sequence a1,a2,…an is an arithmetic sequence if there is a real number d such that

for every positive integer k
,𝑎𝑘+1 = 𝑎𝑘 + 𝑑

Arithmetic sequence is a sequence where every term after the first is obtained by
adding a constant called the common difference.
Common difference is a constant derive by subtracting any two consecutive terms.
Present an example of arithmetic sequence to the students.
a. 1 , 5 , 9 , 13 , 17 , . . . b. 19 , 12 , 5 , -2 , -9 , …
Steps in formulating a mathematical model of a particular arithmetic sequence.
1. Determine the terms given in the sequence.
1 2 3 4 5
1 5 9 13 17
2. Find the common difference.
5 – 1 = 4 , 9 – 5 = 4 , 13 – 9 = 4
3. Subtract the first term to the common difference
1 – 4 = -3
4. Rewrite the arithmetic sequence using the difference in step 3 and the common
difference in relation to the term they represent.
1 2 3 4 5
1(4) – 3 2(4) – 3 3(4) – 3 4(4) – 3 5(4) – 3
5. Write a mathematical model if the term is n.
n(4) + 1 or 4n + 1

F. Application
Divide the class into 5 groups. For 5 minutes, let the students create, dance, sing,
choreograph, roll play or design a situation where arithmetic sequence is described or
used. Ask the group to present it in 2 minutes.
Group 1 poetry
Group 2 physical exercise
Group 3 musical/ tones
Group 4 calculation
Group 5 architectural design`

IV. Evaluation
Choose one number to solve. Show necessary solutions .
1. Rachel is practicing the violin for the “Pilipinas Got Talent” competition. She starts by
practicing for 1 hour on the first day and then increases the practice time for 10 mins each
day. If the pattern continues, how many minutes she spend practicing on the 10th day?
 2. The table below shows the various costs of renting the basketball court of Brgy. San
Manuell II based on the number of attendees.
Number of person total cost (Php)
10 180
15 240
20 300
25 360
Teacher Ivy booked the basketball court for a graduation party and 320 students
together with 20 teachers attended the party. How much does she pay?

3. Chris is planning to loan a 36-inch SMART tv in SM Appliance Center. The sales agent
offered him two installment plan. Plan A is a down payment of Php 3000 plus
Php 1750 monthly installment for 1 year. Plan B is a down payment of Php 2000 plus
Php 1300 monthly installment for 1 and a half year.
a. Write a mathematical model describing installment plan B using T(m) for the total
payment made in m months.
b. If you were Chris, which installment plan are you going to accept? Why?

V. Agreement:
Goal: To interview a person or group of persons who apply the concepts/skills in
arithmetic sequence.
Role: Interviewer
Situations: Form a group of 3 members. Look for a person who is working on lending
corporations, or a sales representative. Asks them how the concept of arithmetic
sequence is applied in their profession.
Product: Narrative Report of the Interview