Semi-Detailed Lesson Plan

Semi-Detailed Lesson Plan in Mathematics 10

I. Objectives:

In this lesson, the students should able to :

generate and describe patterns

find the next few terms of a sequence
determine the nth term of a given arithmetic sequence
solve real-life problems involving arithmetic sequence

II. Subject Matter:

Topic: Arithmetic Sequence

A. References:

1) Book References:

Mathematics Learners Module

2)Electronic References:

http://coolmath.com/algebra/19-sequences series/05-arithmetic -sequences-

01.html

http://www.mathisfun.com\algebra/sequences-series.html

http://www.mathguide.com/lessons/Sequence Aeithmetic.html/#identity

B. Materias:

projector, laptop, chalk, board, matchsticks

III. Learning Activities:

 A. Introductory

A.1 Prayer

A.2 Checking of attendance

A.3 Organize an energizer before the introduction of the topic

A.4 Recap of the previous lesson

1. Motivation

They will form of 3 students in one group and they need matchsticks for this
group activity. Then with their group they will answer the questions that follows.

1) Below are squares formed by matchsticks.

2) Count the number of matchsticks in each figure and record the results in a
table.

number of squares 1 2 3 4 5 6 7 8 9 10

number of matchsticks

Questions:

1) Is there a pattern in the number of matchsticks? If there is, describe it.

2) How each term (number of matchsticks) found?

3) What is the difference between any two consecutive terms?

B. Developmental Activity

With there group, they will take a look at the completed table below.

number of squares 1 2 3 4 5 6 7 8 9 10

number of matchsticks 4 7 10 13 16 19 22 25 28 31

After they see the number of matchsticks that forms an arithmetic

sequence they are going to find the 20th, 50th, and 100th term of the sequence.

C. Concluding Activity

In group of five, create a -well-developed Reality Series considering the

following:

1) choose a real-life situation which involves arithmetic sequences. You

could research online or create your own. Be sure to choose what
interest in your group the most to make your Reality Series not only
interesting but also entertaining.

2) Produce diagrams or pictures that will help others see what is taking place
in the situation or the scenario that you have chosen.

3) Prepare the necessary table to present the important data in your

situation and the correct formula and steps to solve the problem.

4) Show what you know about the topic by using concepts about arithmetic
sequences to describe the situation.

5) Present your own Reality Series in the class.

IV. Assessment

Find the missing forms in each arithmetic sequence.

1) 2,__, 20, 29, __

2) 5, 12, __, 26, ___

3) 8, 3, -2, __,__

4) -1, ___, __, __, 31, 39

5) 4, __, __, 19, 24

V. Assignment

Determine the answers to the problem.

1) What is the sum of each of the pairs 1 and 100, 2 and 99, 3 and 98,... 50
and 51?

2) How many pairs are there in number 1?