SCHOOL OF SAINT JOSEPH (NAGUILIAN, ISABELA) ,INC.

QUEZON, NAGUILIAN, ISABELA

CURRICULUM MAP IN MATHEMATICS 10

S.Y. 2019-2020
Prepared by: Yvette Marie Yaneza Nicolas

KEY STAGE STANDARD

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers); measurement (conversion of units);
patterns and algebra (linear equations and inequalities in one and two variables, linear functions, systems of linear equations, and inequalities in two variables, exponents and radicals,
quadratic equations, inequalities, functions, polynomials, and polynomial equations and functions); geometry (polygons, axiomatic structure of geometry, triangle congruence, inequality and
similarity, and basic trigonometry);statistics and probability (measures of central tendency, variability and position; combinatorics and probability) as applied - using appropriate technology - in
critical thinking, problem solving, communicating, reasoning, making connections, representations, and decisions in real life.
GRADE LEVEL STANDTARD
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions); geometry
(circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
QUARTER/UNIT: 1 UNIT FRAME: 30 days
UNIT TITLE: SEQUENCES AND SERIES
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrate understanding of key concepts of sequences, polynomials and The learner is able to formulate and solve problems involving sequences, polynomials and
polynomial equations. polynomial equations in different disciplines through appropriate and accurate
representations.
KEY UNDERSTANDINGS LEARNING
VALUES
LESSON KEY QUESTIONS COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
INTEGRATION
CENTURY SKILLS
A. SEQUENCES Core Questions The learner… Pre – assessment A1 – A2. For Sequences The importance of
AND SERIES Students will keep A1 – G2 Administer a diagnostic and Series cooperation when
considering the following A1. Generates patterns doing a group work. M10L – Ia – 1
test to determine the
questions: mastery level of students in 1. Group Discussion
M10AL – 1a – 2
A2. Define and Give each group a
working with sequences
CQ1. Where are illustrates a search for a pattern
and series.
sequences and sequence and a activity. Give sets of
series found? series. numbers where each
Formative Assessment group is asked to search
CQ2. How important are A1 – G2 Processing Questions for a pattern. Use the
sequences and Ask questions to determine
 series? whether the students activity to introduced
understand the lesson on the term sequence.
Core Understanding sequences and series
Students will understand before moving to the next Provide a related
that… homework activity. Tell
topic. Follow the procedure
the students to use
for the remaining topics.
CU1. the concept of google search and ask
sequences and them to look for the
series are topic sequences.
manifested in In every topic on sequence
nature. and series, ask the students 2. Classroom Discussion
to formulate their own Introduced the recursive
CU2. Sequence and questions to be able to form of a sequence on
series can be used assess their thinking. pages 5 – 7. Discuss with
in solving real – life class examples 4 and 5 on
problems. A1 – G2 Seatwork pages 5 – 7.
During seatwork, move
Introduce the recursive
around the class to check
form of a sequence – the
the student’s work. In this explicit form. Discuss
manner, you will know who example number 7 on
are doing their work and at pages 7 – 9.
the same time, whether
they are ready for the next Tell the students to do
lesson. some of the exercises of
Mental Exercises 1.1.
A1 – G2 Small Group
Divide the class into small
groups. Ask each group to
analyze the lesson on
sequences and series. Listen
to what they are discussing
during small group activity
to gauge what they know
about the lesson.
B. ARITHMETIC The learner… A1 – G2. Peer Assessments
SEQUENCE After group work, each
B1. Defines, group will be asked to
illustrates,and present their work to the
graph an arithmetic whole class. The other
sequence. groups will assess the
presentation. Provide Peer
B2. Determines Assessment Rubric for the
arithmetic means students.
and nth of an
arithmetic A1 – G2. Math Journals
sequence. Encourage the students to
create a paragraph
B3. Solve problems composition about
involving arithmetic sequences and series. Read
sequence. their journals after class to
determine what they have
learned about the day’s
lesson on sequences and
series.
A1 – G2. Class Discussion
Encourage students
participation in the
discussion through
recitation.
Assess the students’
understanding of the lesson
by listening carefully to their
responses.
A1 – A2. Exit Slips
Ask the students to write what
they have learned and what they
B1 – B3. For arithmetic The importance of
sequences being attentive
during classroom M10AL – Ib – 2.1
1. Class Activity discussion
Provide the class a
karaoke lesson. Post
the lyrics on the board
and play the song “12
M10AL – Ib– 3
days of Christmas”
Use the song as a
springboard to the
lesson on sequences.
M10AL – Ic – 3.1
2. Classroom Discussion
Discuss examples 1 –
6 on pages 17 – 22.
Show how to graph
an arithmetic
sequence.
Explain the meaning
of arithmetic means.
3. Individual work
Seatwork some of the
Odd numbered
exercise on Mental
Exercise 1.2
 don’t understand about the
lesson on sequences and series.
C. ARITHMETIC The learner… Summative Assessment C1 – C2. For
The need to be
SERIES A1 – G2. Teacher – made Test arithmetic
responsible during M10AL – Id – 4
C1. Finds the sum of Teacher made test on Series
terms of a given sequence and series. classroom
arithmetic sequence. Incorporate some of the 1. Classroom discussion and
questions in the 1st Unit test Discussion during seatwork.
C2. Solve problems to encourage students to Introduced the term
The need to be M10AL – Id– 4.1
involving arithmetic practice solving the exercises arithmetic series.
series. and problems at the end of Explain the derivation friendly with the
the unit. of the formula for classmate you are
arithmetic series. working with is
Self – Assessment Discuss the important.
A1 – G2. Rubric illustrative examples (Collaboration)
Make a self assessment on pages 29 – 37.
Rubric that will assess the
students’ understanding of
the lesson. This rubric can be 2. Working in Pairs
used for other lessons. Ask the students to
work in pairs in
Other ways to assess students’ answering the odd
understanding of the lesson on numbered exercises of
sequences and series: the written Math
Exercises 1.3.
1. Responses to Mental Math
Exercises.

2. Assignment using Written

Math Exercises.

3. Submitted Written Solutions to

Math Challenge Problems.

4. Result of Quizzes.
 5. Periodic Test
D. Geometric The learner… D1 – D4. For Geomettric
Sequences D1. Defines, illustrates, Sequences Show a photo of
Shewanella M10AL – Ie – 5
and graphs a
geometric 1. Classroom Oneidensis to be
sequence. Discussion able to relate the
Relate the lesson to lesson to health.
D2. Differentiate a current events on
M10AL – Ie – 6
geometric World – Wide health
sequence from an and medical issues
arithmetic such as the MERSCOV, The need to be
sequence. H1N1 virus, and other cooperative.
related diseases. Lead M10AL – Ie – 7
D3. Differentiate a finite the class in discussing
geometric sequence how some bacteria
and an infinite such as Shewanella
geometric oneidensis behaves.
sequence. These microorganisms
multiply by doubling
D4. Determines their population in 40 M10AL – Ie – 8
geometric means minutes. If in a
and the nth term of aboratory experiment,
a geometric a group of Shewanella
sequence. oneidensis was
initially counted at 2,
ask the students to
tabulate its population
every two hours for
one day.

Process the activity.

Discuss examples 1
and 2 on pages 41 –
43.
 Illustrate how to find
the common ration of
the geometric
sequence and how to
graph the sequence
and also how to find
the geometric means.

2. Small Groups
Divide the class into
small groups and
distribute the
exercises of the
written Math of
Exercises 1.4.
E. Geometric The learner… E1 – E2. For Geometric
Series Series
M10AL – If – 9
E1. Finds the sum of a
given finite or 1. Classroom Discussion
infinite geometric Discuss the solution
sequences. of the following
problem:
M10AL – If – 9.1
E2. Solves problems Substance decays in
involving geometric such away that it
series. loses half of its mass
every 3 hours. In how
many hours will 256
grams of substance
be reduced in 16
grams? How much
substance was lost
after 12 hours? How
much substance was
left after a day?

Show how to derive

the formula for
geometric series and
explain how to used
it in solving exercises.

2. Pair Activity
Ask each pair to
study the solutions of
examples 1 and 2 on
page 55 and 56.

3. Classroom Activity
Answer orally Mental
Math 1 – 10 of exercise
1.5 on page 62. Follow
up with a seatwork
exercise using Written
Math A 1 – 3, B 11 – 12,
C 17 – 21, D 27, and E 31
of exercise 1.5 on pages
61 – 64.

Present he paradox
where a race cannot be
finish by a runner. Tell
the class that if the
sprinter is to run the
100m dash, he has to
hurdle the first half of
the distance which is
50m. Then hurdle the
remaining half of the
distance which is 25m
and so on. If the line of
thinking is to follow, can
you explain why he
runner “cannot finish”
the race?
F. Fibonacci The learner… F1. For Fibonacci Sequence M10AL – Ig – 10
Sequence F1. Defines and 1. Watching a Movie
illustrates the Fibonacci Start the lesson
Sequence. with a movie on
numbers,
geometry, and
nature.
2. Classroom
Discussion

Discuss the
Fibonacci’s
problem about a
herd of rabbit.

Discuss example 1,
2, 3, 4 and 5 on
pages 65 – 67.
G. Harmonic The learner… G1 – G2 M10AL – Ig –
Sequence G1. Define and illustrates 1. Review of 10.1
harmonic sequence. arithmetic
sequence.
G2. Give examples of M10AL – Ig –
2. Classroom
harmonic sequence. 10.2
Discussion
Discuss examples 1
– 2 on pages 69 –
70.

3. Individual work
Ask the students to
do written math
exercises 1 – 10
pages 71 – 72
indivudually.

TRANSFER GOAL:
The students will be able to independently use their learning to apply knowledge and skills of sequences and series at home, in school, and in the community, and solve routine
and non-routine problems.
 PERFORMANCE TASK
Goal : Your task is to prepare a power point presentation with a matching narration of a topic in sequence, series or both.
Role : You are a mathematics teacher who needs to convince students that mathematics is in nature.
Audience: The target audience is a mathematics class.
Situation: You are to motivate a students to work on their own power point presentation about the connection between mathematics and nature by presenting a model PPT.
Product: You need to produce a comprehensive power point with written narration for each slide. The memorized narration will be presented before the class.
Standards for Success:
- Content
- Accuracy
- Language
- Organization

QUARTER/UNIT: 1/2 UNIT FRAME:

UNIT TITLE: POLYNOMIALS AND POLYNOMIAL FUNCTIONS
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrate understanding of key concepts of polynomial function The learner is able to conduct systematically a mathematical investigation involving
polynomial functions in different fields.

KEY UNDERSTANDINGS LEARNING

VALUES
LESSON KEY QUESTIONS COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
INTEGRATION
CENTURY SKILLS
Polynomials and Core Questions The learner… Pre – assessment H1 – H2. For Polynomials The importance of
Polynomial Students will keep H1 – M1 Administer a diagnostic cooperation within
Functions considering the following test to determine the 1. Group Work the group.
questions: mastery level of students Ask the students to do
H. Polynomials H1. Recalls how to the activity called Word The importance of
with algebraic expressions, M10AL – Ih – 12
CQ1. How important are perform fundamental Parade. being attentive
polynomials and polynomial
polynomials and operations on during class
functions? polynomials. functions. discussion.
2. Classroom Discussion
H2. Performs division of Formative Assessment Discuss example 1 on The importance of
Core Understanding polynomials using long H1 – M1 Processing Questions page 76 and 77. friendly competition. M10AL – Ih –
Students will understand division and synthetic Ask questions about 12.1
that… division. Discuss on what makes
polynomials to assess an algebraic expression
CU1. The concepts of student’s understanding of polynomial, and the
 polynomials and the lesson. This is necessary
functions are to determine their degree of
manifested in readiness for the next
nature. lesson.
CU2. Polynomials and
Encourage students to ask
polynomial
functions can be questions especially when
used in solving real the lesson is not clear to
– life problems. them. In this way, you can
informally assess their
understanding of the lesson
on polynomials and to
facilitate discussion.
H1 – M1 Seatwork
During seatwork, move
around the class to check
the student’s work. In this
manner, you will know who
are doing their work and at
the same time, whether
they are ready for the next
lesson.
H1 – M1 Small Group
Divide the class into small
groups. Ask each group to
analyze the lesson on
sequences and series. Listen
to what they are discussing 4. Recall the lattice method
during small group activity
to gauge what they know
about the lesson. 5. Classroom discussion on
difference between
similar and dissimilar
terms.
Used example number 2
– 8 on pages 78 – 84 to
recall how to perform
the fundamental
operations on
polynomials.
3. Class Activity
Prepare 50 sheets of
paper. In each piece, write
a polynomial – monomial,
binomial, trinomial, or
multinomial. Put this pieces
of paper on a bowl or a
box. Tel the class that each
one of them will get two
pieces of papers. Then
orally ask them to give the
sum and difference of
these two polynomials.
For multiplication draw a
rectangular solid with
polynomial length, height
and width. Ask the
students to find the
volume.
of multiplication.
how to do synthetic
division.
6. Seatwork
 H1 – M1 Peer Assessment
Ask the students to
exchange papers. Allow
them to check each other’s
work.
Have them answer
independently Written
Math A11 – 20 on exercise
2.1 on page 90 – 91.

H1 – M1 Math Journals
Tell the students to write in
journals what they learned
about the topic. Read their
journals to determine what
they have learned and what
they have not learned in the
topic discussion.

H1 – M1 Classroom Discussion
This can be done after
group work.

Each group will be ask to

present its output to the
whole class. Discussion
follows.

Assess the students

understanding of the
lesson by listening carefully
to their output
presentation.

I. The remainder The learner… Other ways to assess students I1 – I2 The importance of
Theorem and the understanding of the lesson on 1. Class Activity being attentive
Factor Theorem Sustain students during classroom M10AL – Ih – 13
I1. Proves and applies polynomials and polynomial
the Remainder functions. interest with a discussion
mathematic trick. Tell
Theorem.
the class that you can
immediately give the
 I2. Proves and applies 1. Response to Mental Math remainder when a 3 – M10AL – Ii –
the Factor Theorem and Exercises. digit number is divided 13.1
its converse. by 9. Tell them to think
2. Assignments using Written any 3 – digit number.
Ask them to first divide
Math Exercises
the number by 9 and
determine the
3. Submitted written solutions to remainder. Then, ask
Math Challenge Problems. for the number. The
teacher mentally
4. Result of Quizzes computes the sum of
the digits of the
5. Periodic Tests number. If the sum is
single digit, that digit is
the remainder.
Otherwise, add the
digits until a single digit
is obtained.

Example: What is the

remainder if 982 is
divided by 9?
9 + 8 + 2 = 19
1 + 9 = 10
1+0=1

Thus, 982 divided by 9

will yield a remainder
of 1.

Then pose these

question: “How does it
work? Why does it
work?”

J. Factoring The learner… J1 For factoring

Polynomials polynomials
M10AL – Ii – 14
J1. Factors polynomials
 1. Classroom
Discussion
Recall and discuss the
procedures and show
them how to apply
these procedures in
factoring polynomials.

2. Group Work
Let them solve odd
numbered exercise of
the Written Math
Exercise on pages 112
and 113.

TRANSFER GOAL:
The students will be able to independently use their learning to apply knowledge and skills of sequences and series at home, in school, and in the community, and solve routine
and non-routine problems.

PERFORMANCE TASK
Goal : Your task to prepare a Math Dictionary which you will prepare to the class and explain how to use it.
Role : You are a lexicographer invited to speak before a student forum to explain the need to have a Math Dictionary for students.
Audience: The target audience is a mathematics class.
Situation: You are to convince the students that the Math Dictionary will facilitate their understanding of the subject.
Product: You need to produce a comprehensive Math Dictionary of the terms you encountered in your Math class and present this to the class.
Standards for Success:
- Content
- Accuracy
- Language
- Organization
 NAME POSITION SIGNATURE

YVETTE MARIE YANEZA

PREPARED BY: SUBJECT TEACHER
NICOLAS, LPT

APPROVED BY: LUCILA B. AGGARI, PhD PRINCIPAL