DAILY LESSON LOG OF M10AL-Id-2 (Week Four-Day Two) School Teacher Teaching Date and Time I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Review previous lesson or presenting the new lesson B. Establishing a purpose for the lesson Grade Level Grade 10 Learning Area Mathematics Quarter 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. Learning Competencies: Differentiates a geometric sequence from an arithmetic sequence (M10AL-Id-2) Learning Objectives: 1. Identify a sequence as arithmetic or geometric; 2. Differentiate a geometric sequence from arithmetic sequence; and 3. Demonstrate appreciation of recognizing patterns of differentiating geometric from arithmetic sequence. Geometric Sequence. teacher’s guide, learner’s module Pages 26 Pages 37 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. 1. The teacher calls a volunteer to give example of a geometric sequence and arithmetic sequence. 2. What makes the sequence arithmetic? geometric? Possible response: 1. 2,4,8,16,… geometric sequence 2,4,6,8,… arithmetic sequence 2. It is arithmetic if there is a common difference while it is geometric if there is a common ratio The teacher lets the students realize the difference between arithmetic from geometric sequences. The teacher lets the students, in group of three, do Activity 7 How Well Do You Know Me item numbers 1-5 found on page 37 of the Learner’s Module. C. Presenting examples/ instances of the new lesson D. Discussing new concepts and practicing new skills #1 Answer Key: 1. GS; r=3 2. AS; d=6 3. neither 4. GS; r=1/5 5. neither The teacher discusses with the students the process of arriving the answer of each exercise in Activity 7. Furthermore, he/she asks the students about the skills or principles that they used to differentiate geometric sequence from arithmetic sequence. Seatwork: Using the same activity, continue to answer item numbers 6-10. E. F. Discussing new concepts and practicing new skills #2 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 Answer Key: 6. neither 7. GS; r=-1/6 8. AS; d= -0.2 9. neither 10. AS; d=-9 Working in pairs, the teacher lets the students to compare and contrast arithmetic and geometric sequences using a two-column chart. Possible responses: Arithmetic Sequence 1. with common difference 2. adding a constant called common difference 3. to get the common difference, subtract the second term to the first term Geometric Sequence 1. with common ratio 2. multiplying a constant called common ratio 3. to get the common ratio, divide the second term to the first term The teacher summarizes the mathematical skills or principles to differentiate arithmetic sequence from geometric sequence. From the localization guide, let the students answer the problem given. “On summer vacation, the packing department of Patatas Company of Tingub Mandaue City is in need of part-timers .Since its vacation, you decided to apply for a job. You are given two options for your salary. Option A, Php 50 1st day, Php 52 for 2nd day, Php54 for 3rd day and so on. Option B, Php 10 the first day, Php20 the second day ,Php40 the third day and so on. How much is your salary after 10 working days if you choose option A? Option B? Which is a better option? Answer Key: Option A = 50,52,54,56,58,60,62,64,66,68 Option B = 10,20,40,80,60,120,240,480,960,1920 Option B is better than A. J. Additional activities or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% of the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson 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 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.
