School BATO HIGH SCHOOL Grade Level Grade 10

Teacher NODELYN J. REYES Learning Area Math

DAILY LESSON LOG SECTION PASCAL Quarter First

TEACHING DATES
I. OBJECTIVES
A. Content The learner demonstrates understanding on key concepts sequences, polynomials, and polynomial equations.
Standards
B. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different
Standards disciplines through appropriate and accurate representations.
C. Learning ● Oriented on the Generates patterns Illustrates an arithmetic Determines arithmetic means and the nth terms of the
Competencies/ rules and sequence. arithmetic sequence
.
Objectives regulations
during classes;
and
● Answer
diagnostic test
honestly.

COMPETENCY M10AL-Ia-1 M10AL-Ib-1 M10AL-Ib-c-1

CODE
II. CONTENT Orientation/
ARITHMETIC SEQUENCE
Diagnostic Test
III. LEARNING
PROCESS
A. References
1. Teacher’s p. 15 pp. 15, 18 pp. 16 p. 15- 16
Guide pages
2. Learner’s p. 10 pp. 9-12, 18 pp. 15- 16 p. 11
Materials
pages
3. Textbook
pages
4. Additional
Materials for
Learning
Resources (LR)
portal
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing Present the rules Give examples of a Drill: Drill: 1. Boardwork.
previous lesson and regulation to thing found in the
Use flash card. 1. Use flash card. Find the first 5
or presenting the the class. environment that
terms of the
new lesson. possess a pattern ( it Identify the missing Let the students identify
following nth
could be in its surface) terms of the following whether the given
term.
sequence. sequence is arithmetic or
not. If it is, give its 1. An =2 n−5
1. 70, ____, 30, 10, -
common difference.
10
 2. -28, -24, ____, - 1. 6, 8, 10, 12, ... 2. An =3 n
16, -12
2. 7, 17, 27, 37, ... 3. An =5−n
3. 36, 24, 12, 0, ___
3. 1 ½ , 2 1/6, 2 5/6, 3 1/ 4. An =6 ( n−1 )
1 3 7 2, ...
4. , .¿ 5. An =7 n−n
2 2 2
4. 5, 13, 26, 38, ...
5. 42, 36, ____, 24 2. Answering of the
5. 3, 8, 13, 18, ... given
assignment.

2. Answer the given

assignment.

B. Establishing a Inform the students 1. Picture analysis: Use 1. Group the 1. Using the concept of Let us continue on
purpose for the on the standards of picture of pineapple students into five. substitution you will be our discussion about
lesson. taking the test. fruit. able to find a formula or determining the nth
2. Let the students
an equation in order for term of the arithmetic
2. Let the students answer activity #1
you to find the nth term of sequence.
describe the physical on p. 9 of the
an arithmetic sequence.
appearance of a Mathematics G10
pineapple. LM.
3. Ask: How did you
3. State: The scales of a
find the activity?
pineapple form a
Did you find it
double set of spirals-
easy to give the
one going in a
next terms of each
clockwise direction and
sequence?
one in the opposite
direction, When these 4. Were you able to
spirals are counted, find patterns and
there appear to be get the next
three distinct families of number in the
 spirals with usually 5 sequence?
and 8, or 8 and 13, or
5. Can you illustrate
13 and 21 spirals.
the pattern? How?

C. Presenting Distributing the test 1. Present a multiplication 1. Present the 1. Let the students answer 1. Let the students
examples/ paper or the table. definition of activity #2 on p. 11 of the answer activity #2
instances of the problem set. arithmetic LM. Use the following as on p. 11 of the
new lesson. 2. Ask: Can you see any sequence. the value of n: 1, 2, 3, 4, Mathematics G10
pattern in the 5. LM.
multiplication table? 2. Present the
Give some examples examples given in 2. Ask: How did you
of patterns that you LM on p. 10. find the activity? Did
see. you find it easy to
give the first 5 terms
1. Group the students of each sequence?
into four- five Presentation:
working teams
and ask them to 1. Say: Suppose
encircle the we are going to
do the other
pattern they see.
way around, of
It could be
which you will
horizontal,
be given the
diagonal or “L” terms of a
shape. Give them sequence and
enough time to you will be
perform the task. asked to find its
nth term.
2. Let the group
describe the 2. The rule
patterns describing the
illustrated in the terms of a
 pattern in the sequence is a
multiplication formula that
table. gives the nth
term of the
sequence. It
may be given
explicitly so that
any term of the
sequence is
found following
the rule. Such
rule is called an
EXPLICIT
FORMULA.
D. Discussing new 1. Let the students answer 1. Do activity #4 on Group Activity: 1. Discussion on
concepts and Activity 1 on p. 9 of the p. 12 of the LM how to find the
1. Let the students answer
practicing new Mathematics G10 LM. general or nth
2. Let the students Activity # 3 on p. 11 of the
skills #1. term of a
2. Let the students answer the guide LM.
sequence.
describe the patterns in questions.
2. Ask the students to
the given example. 2. Give the following
3. Using the concept explain their output.
examples:
3. What do you think is the learned explain
pattern signifies? arithmetic 2.1. Find an
(SEQUENCE) sequence. explicit
formula for 2,
4. Discuss the definition of 4, 6, 8, 16...
SEQUENCE on p. 10 of and give the
the Mathematics G10 next three
LM. terms.
2.2. In the
sequence 4,
 7, 10, 13...
can you look
for the
pattern to
obtain the
next term?
Using this
pattern, find
the next
three terms
of the
sequence.

E. Discussing new
concepts and
practicing new
skills #2.
F. Developing Group Activity Oral Recitation Quizbowl
Mastery
Looking at the Do activity no. 9 on p. 18 Give a general
( Leads to Formative pattern, describe and find of the LM. or nth term of the
Assessment 3) the next three terms of following sequence:
the sequence.
1. 3, 7, 11,
1. 3, 7, 11, 15, ... 15, ...
2. 1, -1, 1, -1, ... 2. 8, 1, 14,
17, ...
3. √ 3, 3√ 3, 5√ 3, 7√ 3
, ... 3. -5, -2, 1, 4, ...

4. 109 , 104 , 99 , 94 , … 4. 6, 7, 9, 12, ...

5. 0, -4, -8, -
 5. x, x+y, x +2y, x 12, ...
+3y, ...

G. Finding practical Use the contextualized

applications of and localized activity #1
concepts and Q1.
skills in daily
living.
H. Making Ask the following What is an arithmetic How will you find the
generalizations questions: sequence? nth term of an
and abstractions arithmetic sequence?
1. How will you How will you illustrate an
about the lesson.
generate patterns? arithmetic sequence?
Describe the general How will you determine if
characteristics of the the given sequence is
patterns made arithmetic?
I. Evaluating Evaluating Paper and Pencil Test. Let the students Paper and Pencil
Learning students’ scores. identify whether Test.
Looking at the pattern,
the given
describe and find the next Looking at the
sequence is
three terms of the pattern, describe and
arithmetic or not.
sequence. find the next three
If it is, give its
terms of the
1. -14, -9, -4, 1, ... common
sequence.
difference.
2. 3, 8, 13, 18, ... 1. -14, -9, -4,
1. 6, 8, 10, 12, ...
3. 2, 5, 10, 17, ... 1, ...
2. 7, 17, 27, 37, ...
4. y , y 2 , y 3 , y 4 ,… 2. 3, 8, 13, 18, ...
3. 1 ½ , 2 1/6, 2 5/6,
1 1 1 3 1/ 2, ... 3. 2, 5, 10, 17, ...
5. 1 , , , , …
2 3 4
 4. 5, 13, 26, 38, ... 4. y , y 2 , y 3 , y 4 ,…
5. 3, 8, 13, 18, ... 1 1 1
5. 1 , , , , …
2 3 4

J. Additional
activities for
application or
remediation.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for remediation

who scored below 80%.
Do the remedial lessons 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?

PREPARED BY: NODELYN J. REYES CHECKED BY: JOCEL A. DEVELOS

Subject Teacher Teacher – In- Charge

School BATO HIGH SCHOOL Grade Level Grade 10

Teacher NODELYN J. REYES Learning Area Math
DAILY LESSON LOG SECTION PASCAL Quarter First
TEACHING DAYS
TEACHING DATES
I. OBJECTIVES
A. The learner demonstrates understanding on key concepts sequences, polynomials, and polynomial equations.
B. Content Standards
C. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different
Standards disciplines through appropriate and accurate representations.
D. Learning Determines Finds the sum of ● follow standards Illustrate a geometric Differentiate a
Competencies/ arithmetic means the terms of the in taking the test. sequence. geometric sequence
Objectives and the nth terms given arithmetic from an arithmetic
● answer the given
of the arithmetic sequence. sequence
items honestly.
sequence

COMPETENCY CODE M10AL-Ib-c-1 ● M10AL-1c-2 ● M10AL-Id-1 ● M10AL-1d-2

II. CONTENT ARITHMETIC SEQUENCE
III. LEARNING
PROCESS
C. References
1. Teacher’s p. 19 pp. 18
Guide pages
2. Learner’s pp. 14- 20 pp. 20-21
Materials pages
3. Textbook pages

4. Additional Materials 1. 1.
for Learning
Resources (LR)
portal
 D. Other Learning
Resources
IV. PROCEDURES

A. Reviewing Drill: Drill: Review the Drill: Review:

previous competencies covered
Give the Use flash card. Use flash card. Answering
lesson or in the summative test.
presenting average of the and checking of
Let the students Let the students
the new following: assignment.
identify the sum identify the sum
lesson. 1. 12 and 24 of the following: of the following: if
the given
2. 14 and 16 1. 2, 4, 6, 8, 10
sequence if it is
2. 3, 6, 9, 12 arithmetic or not.
3. 32 and 54
3. 4, 8, 12, 16, 1. 3, 4, 5, 6, 7
4. 100 and 110
20
2. 2, 4, 8, 16, 32, 64
5. 5 and 10
4. 5, 10, 15, 20
3. 2, 6, 18, 54, 162
Review:
Review:
4. 3, 5, 7, 9, 11
Answering Answering and
and checking of 5. 2, -4, 8, -16, 32, -
checking of
assignment. 64
assignment.

Review:
1. Find the 100th
term of the series 1
+2+4+7+11+16+...
2. Find the sum of the
arithmetic series:
(-500) + (-496) + (-
 492) + ... + 508
+512.

B. Establishing a In the book What is 1 + 2+ 3 Inform students on the Let the students do Present the
purpose for the written by Jim + ... + standards in taking the activity # 1, nos. 1-5, on objective to the
lesson. Collins, Good to 98+99+100? test. p. 26 of the class.
Great: Why some Mathematics G10 LM.
The Secret of
Companies Make Karl
the Leap... And
others Don’t, by A famous story
definition; it is not tells that this
was the
possible to
problem given
everyone to be
by an
above average.
elementary
Do you believe in school teacher
this? to a famous
mathematician
to keep him
busy. Do you
know that he
was able to get
the sum within
seconds only?
Can you beat
that? His name
was Karl
Friedrich Gauss
 (1777- 1885).
Do you know
he did it?
C. Presenting In relation to Do activity #8 on p. 16 Distribution of the test Do activity #2 on p. 27
examples/ instances average, explain the of the Mathematics paper/ posting of the of the Mathematics
of the new lesson. relation of the middle G10 LM. problem set. G10 LM.
term of the arithmetic
sequence given
below to the
numbers on its side.
a. 12, 26, 40
b. 300, 375, 450
c. 36, 33, 30
In general, what
formula or general nth
term can justify the
given above?
Present the definition
of arithmetic means
on p. 14 of the
Mathematics G10 LM.

D. Discussing new 1. Discussion on 1. Discussion on Conduct of the 2. Discussion on 2. Discussion on

concepts and how to find the how to find the test. the concept of how to
practicing new skills arithmetic means sum of the first geometric differentiate
#1. between terms of n terms of the sequence. arithmetic and
an arithmetic arithmetic geometric
 sequence. sequence. 3. Give more sequence.
concrete and
2. Give the 2. Give the 3. Ask:
illustrative
following following
examples. a. Differentiate
examples: examples:
arithmetic
2.1. Example 2.1. Give the sequence
on p. 15 of example and
the on p. 17 geometric
of the sequence.
Mathemati
Mathema
cs G10 b. How will
tics G10
LM. you find the
LM.
common
2.2. Insert 2.2. Find the ratio of the
four sum of geometric
arithmetic the first sequence.
means 20
between positive
9 and 29. even
numbers.
2.3. The 4. Give more
arithmetic 2.3. Find the concrete and
mean sum of illustrative
between all examples if
two terms multiples necessary.
of a of 3
between
sequence
5 and 64.
is -4. If
one of the
terms is
17, fid the
other
term.
 2.4. The
arithmetic
means
between
the 6th
and 9th
term of
an
arithmetic
sequence
are 13.5
and 15
( in what
order).
What are
the first
and 20th
terms of
the
sequence
?
3. Give more
concrete
and
illustrative
examples if
necessary.

E. Discussing new
concepts and
 practicing new skills
#2.
F. Developing Mastery Speed Test by group Group work. Let the Seatwork. Let the students give at
of 4 or 5, let the students do activity # least 5 examples of
( Leads to Formative Do activity # 3 on p. 28
students do activity # 12, letter A, nos. 1-5, geometric sequence.
Assessment 3) of the Mathematics
11 letter A, nos. 1-5, on p. 20 of the
G10 LM.
on p. 19 of the Mathematics G10 LM.
Mathematics G10 LM.

G. Finding practical
applications of
concepts and skills
in daily living.
H. Making How will you find the How will you find the Define geometric How will you
generalizations and arithmetic means sum of the terms of a sequence. differentiate arithmetic
abstractions about between terms of an given arithmetic and geometric
How will you illustrate a
the lesson. arithmetic sequence sequence? sequence?
geometric sequence?
I. Evaluating Learning Let the students PAPET (Paper and Checking of the test. PAPET (Paper and Let the students
answer Activity Pencil Test) Pencil Test) answer Activity # 1,
# 11, letter B, nos. 6-10 on p. 26 of
Let the students Let the students
nos. 1-3 on p. the Mathematics G10
answer Activity #12, answer Activity # 7,
20 of the LM.
letter A, nos. 6-10, on nos. 1-10 on p. 37 of
Mathematics p. 20 of the the Mathematics G10
G10 LM. Mathematics G10 LM. LM.

J. Additional activities Use contextualized

for application or
 remediation. activity # 2 Q2.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
C. Do the remedial
lessons 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?

PREPARED BY: NODELYN J. REYES CHECKED BY: JOCEL A. DEVELOS

Subject Teacher Teacher- In - Charge

School BATO HIGH SCHOOL Grade Level Grade 10

Teacher NODELYN J. REYES Learning Area Math
DAILY LESSON SECTION PASCAL Quarter First
 LOG
TEACHING
DAYS
TEACHING
DATES
I. OBJECTIVES
A. Content The learner demonstrates understanding on key concepts sequences, polynomials, and polynomial equations.
Standards
B. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different disciplines
Standards through appropriate and accurate representations.
C. Learning Differentiates a Determines Finds the sum of the nth Illustrate other types of Solves problems involving
Competencies finite geometric geometric means term of the given finite or sequences like harmonic sequences
/ Objectives sequence from an and the nth term of infinite geometric and Fibonacci sequence
arithmetic sequence the geometric sequence
sequence

CODE M10AL-Id-3 M10AL-Ie-1 M10AL-Ie-2 M10AL-If-1 M10AL-If-2

II. CONTENT GEOMETRIC SEQUENCE

III. LEARNING
PROCESS
 A. Reference
s
1. Teacher’s p. 24 p. 24 p. 29 p.28 pp. 29- 31
Guide
pages
2. Learner’s pp. 28-29, 40 pp. 30 and 41 p. 42 pp. 37- 41 pp. 42- 45
Materials
pages
3. Textbook
pages
4. Additional
Materials
for Learning
Resources
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURE
S
A. Reviewing Drill: Drill: Review: Drill: Review:
previous
Give the prime factor Use flash card. Answering and Do activity #7, Answering and
lesson or
of the following: checking of nos. 1-10 on p. checking of
presenting Identify the missing
assignment. 37 of the assignment.
the new 1. 12 terms of the following
Mathematics
lesson. sequence: Motivation: Motivation:
2. 14 G10 LM
1. 120, 60, 30, ____, 1. Group the students Let the students
3. 6 Review:
complete the
 4. 5 ____, ____ into five. Answering and blank concept
checking of map , template is
5. 10 2. 27, 9, ____, ____, 2. Let the students
assignment. on p. 3 of the
1/3 find the sum of the
Review: Mathematics
following: Motivation:
3. ¼, ____, ____, G10 LM
Answering and
____, 64, 256 2.1. 2, 4, 8, 16, 32 What’s next in the
checking of
sequence?
assignment. Review: 2.2. 2, 6, 18, 54
1. ½, ¼, `1/6,
Answering and 2.3. 2, -4, 8, -16,
1/8, ...
checking of 32, -64
assignment. 2. 2, 3, 5, 8, ...
2.4. 80, 40, 20,
Motivation: 10, 5 3. 23, 24, 47, ...
1. Answer Activity # 3. Ask: How did you 4. -1/42, -1/35, -
11, on p. 19 of find the activity? Did 1/28, ...
the Mathematics you find it easy to
G10 LM, nos. 1 give the sum of each
and 9. sequence?

2. Let the students

explain the
process in
answering the
given activity.
3. If the given is
geometric
sequence, can
we still find its
geometric
mean? How?
B. Establishing Do activity # 4 on 1. Present the 1. Let the students Ask: What have you In our lesson, based
a purpose for p. 28 of definition of analyse example observed in the examples on the concept map,
the lesson. geometric mean on p. 31 and 33, given? How did you find where are we now?
your LM.
on p. 30 of the 34 - 35 of the the next term?
Mathematics Based on the concept
Mathematics G10
G10 LM. map, compare and
LM.
contrast geometric and
2. Ask: In finding the 2. Ask: How did you arithmetic sequence.
geometric means find the
of a geometric example? Give
sequence, can we the formula you
use the same formed out of the
concept in finding given problem.
arithmetic mean
in an arithmetic
sequence? Why?
Why not?

C. Presenting Present example 1. Give the following Presentation: Presentation: 1. Give the following
examples/ #10 on p. 29 of the examples: examples:
Give the formula in Present the
instances of LM.
1.1. Example on finding the sum of a definition of 1.1. Does the series
the new
p. 30 of the geometric and infinite harmonic and 3/2
lesson.
Mathematics geometric sequence. Fibonacci +9/4+27/8+81/6
G10 LM. Sequence. +... have a
. sum? (No sum)
1.2. Insert four
1.2. A rubber ball is
geometric
dropped from a
means
height of 24 m.
between
It rebounds to a
1/27 and height of 75%
 288. of the distance
it fell on the
1.3. Insert a geometric previous
mean bounce. How
between 54 many meters
and 24. will it travel
before coming
to rest? (168 m)
1.3. Nancy
deposited P 3
000 in a bank
that gives 6%
interest
compounded
annually. What
will be the value
in her account 5
years from now
assuming no
deposits nor
withdrawals will
be made? (P
14, 845. 06)
1.4. A certain
automobile
loses 2/10 of
its value
every year.
Mr. Santos
bought one
such
 automobile
for P 740
000. What is
its value after
3 years?
After 5
years? (P
378 880 after
3 years, and
P 242, 483.
20 after 5
years).

D. Discussing 1. Discussion on 1. Discussion on 1. Discussion on how A. Discussion on the 1. Discussion on

new how to find the how to find the to determine the concept of harmonic and how to solve
concepts and nth term of the geometric means sum of the Fibonacci sequence. problems
practicing geometric between terms of geometric and involving
new skills #1. sequence. a geometric infinite geometric B. Give the following geometric
sequence. sequence. examples: sequence.
2. Give the
following 2. Give more 2. Give the following a. Give examples 1&2 on
examples: examples: p. 38 of the
concrete and
illustrative 2.1. Find the sum Mathematics G10
a. Give
examples if for each LM.
example on
p. 29 on p. necessary. given b. Find the 1th
29 of the geometric
term of the
sequence, if it
Mathematics Harmonic
exists:
G10 LM. sequence ½,
a. 5 terms of ¼, 1/6, 1/8, ...
b. Find the
4, 12, 36,
7th term of 108, ... c. Insert three
the harmonic
 geometric b. 6 terms of means between
sequence 3, -6, 12. - ¼ and 1/20.
1/8, ½, 24, ...
d. Find the first term f
2, ... c. 1/3, 1/9, the harmonic
c. Find the 1/27, sequence with
7th term if 1/81, ... 1/13 as the 3rd
A1= 3,and . term and 1/33 as
r= 5. the 7th term.

d. Give more A. Give more

concrete concrete and
and illustrative
illustrative examples if
examples if necessary.
needed.

E. Discussing
new
concepts and
practicing
new skills #2.
F. Developing Group work. Answer Group Activity (Moving Group work. Let the Group Activity Group work. Let the
Mastery activity #9 on p. 40 Quiz) students answer students answer
Do activity #8, nos.
of the LM. activity #11, letter activity #12, nos. 2-6
( Leads to Solve the following 1-10, on p. 39-40 of the
A nos. 2, 4 and on p. 43 of the
Formative problem: Mathematics G10 LM.
nos. 1 and 5 on p. Mathematics G10 LM.
Assessment 3)
1. Insert 3 terms 42 of the
between 2 and Mathematics G10
32 of a LM.
geometric
sequence.
 2. Insert a
geometric mean
between 5 and
20.
3. Insert 2 terms
between -2 and -
16 of a
geometric
sequence.
4. Insert 3
geometric
means between
¼ and 64.
5. Insert a
geometric mean
between
2 6
5 x ∧5 x .

G. Finding Do activity #3
practical contextualized activities.
applications
of concepts
and skills in
daily living.
H. Making How will you find the How will you insert How will you find the sum How will you identify other How will you solve
generalizatio nth term of a geometric mean of a of the terms of the given types of sequence? problems involving
ns and geometric geometric sequence? finite or infinite geometric sequences?
abstractions sequence? sequence?
about the
 lesson.
I. Evaluating Answer the Paper and Pencil Group work: Paper and Pencil Test. Paper and Pencil
Learning following problems Test. Test( PAPET)
Answer letters Answer the
accurately:
Insert the indicated C and D on p. 42 of following exercises: Answer Activity # 11
1. Find the 8th number of geometric the Mathematics letter A nos. 3-4,
A. Write the missing
term in 2, 10, means between each pair G10 LM. letter B no. 1, and
terms of the
50, ... of numbers. Show your letter C.
following
solutions.
2. Find the 6th sequences.
term if 1. 9 and 25;( 1 )
1. ____, 1/7,
common
2. 16 and 54; ( 2 ) 1/11, 1/15,
ratio is 3/2
___, ___, __
and first term 3. 108 and ½; ( 3 )
is 8. 2. 3, 3, 6, ___,
15, ___, ___
3. A1= -3; r= -
2, find 10th 3. -2, 2, ___, 2,
term ____, ____
4. A1= -10, r= - B. Write the next five
1/2, find 5th terms of each
term. sequence.

5. 1. 3, 10, 13,
10 , 100,1000 ,… 23, ...
, find the
2. -7, -3, -10, -
next two
13, ....
terms.

J. Additional
activities for
application or
 remediation.
V. REMARKS

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

PREPARED BY: NODELYN J. REYES CHECKED BY: JOCEL A. DEVELOS

Subject Teacher Teacher- In - Charge

School BATO HIGH SCHOOL Grade Level Grade 10

Teacher NODELYN J. REYES Learning Area Math
DAILY LESSON SECTION PASCAL QUARTER FIRST
LOG

TEACHING
DATES
I. OBJECTIV
ES
A. Content The learner demonstrates understanding on key concepts sequences, polynomials, and polynomial equations.
Standards
B. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different disciplines
Standards through appropriate and accurate representations.
C. Learning Solve problems ● follow standards in ● define and discuss ● discuss on how to Performs Division of
Competencies involving taking the test. polynomial divide polynomials using
/ Objectives sequences expressions; and polynomials; and long division and
● answer the given
synthetic division
items honestly. ● identify the ● perform long
degree, leading division involving
coefficient, and polynomial
constant term of expressions.
polynomial
expressions.

CODE M10AL-If-2 M10AL-1g-1 M10AL-1g-1 M10AL-1g-1

II. CONTENT GEOMETRIC SUMMATIVE TEST Q1-2
SEQUENCE
III. LEARNING
PROCESS
B. Reference
s
1. Teacher’s p. 31 p. 48 pp. 48-49 pp. 49-50
Guide
pages
2. Learner’s pp. 44-45 p. 57 pp. 58-59 and 67 pp. 60-65
Materials
pages
3. Textbook
pages
4. Additional
Materials
 for
Learning
Resources
(LR) portal
C. Other
Learning
Resources
IV. PROCEDURE
S
B. Reviewing Review: Review the competencies Motivation: Review: Review:
previous covered in the summative
Let the students Do activity #1 on p. 57 of Define the following: Answering and checking
lesson or test.
answer activity #10 on the Mathematics G10 LM. of assignment.
presenting 1. Degree
the new p. 41 of the Motivation:
lesson. Mathematics G10 LM. 2. Leading
coefficient Find the quotient of
2
(3 x ¿ ¿ 3+4 x +8)÷ ( x+ 2) ¿ in
3. Leading term
just 30 seconds.
4. Constant term
Motivation:
Do activity #2 on p. 58
of the Mathematics G10
LM.

C. Establishing Processing the Inform students on the Ask: What have you Presentation: Present the process in
a purpose for activity. standards in taking the observed in the examples finding the quotient of a
the lesson. test. Present the given
given? How did you know polynomial using synthetic
 1. Let the that the given expression example on p. 58 of the division.
students is a polynomial? Mathematics G10 LM.
formulate/
Can we apply the
make at least
concept of dividing
three problems
integers in dividing
involving
polynomials?
arithmetic
sequence.
2. Introduce to the
students the
rubric for the
written report
about chosen
real- life
situation and
for the oral
presentation on
p. 24 of the
Mathematics
G10 LM.

D. Presenting . Distribution of the test Present the definition of 1. Give the following . Ask: Which process you
examples/ paper/ posting of the polynomial expression on examples. like most, LONG DIVISION
instances of problem set. p. 57 of the Mathematics or SYNTHETIC DIVISION?
the new 2.1.Give example on p.
G10 LM.
lesson. 59 of the
Mathematics G10
LM.
2.2.
 x 2+ x2 −8 x−12÷ x−3
2.3.
4 2
x +2 x −3 x+ 4 ÷ x+1
2.4.
2 3
4 x −2+ 3 x −x ÷ x−1

E. Discussing D. Conduct of the test. 1. Discussion on the 1. Discussion on 1. Discussion on

new concept of polynomial dividing dividing
concepts expression. polynomials. polynomials using
and synthetic division.
practicing a. Degree
new skills 2. Give the following
b. Leading coefficient
#1. examples.
c. Constant term
2.1. Example # 2 on
2. Give the following p. 61 of the
examples. Mathematics
G10 LM.
2.1. Find the degree,
4 2
leading coefficient, x −2 x −3 x+ 4
2.2.
and constant term of x +1
the following 2 3
4 x −2+3 x−x
polynomial functions. 2.3.
x−1
2.1.1. F(x)= 8

2.1.2. F(x)= x 2+ 9

2.1.3. F(x)= x 4 + 4 x 2+ 4

2.1.4. F(x)=
 2 x3 −3 x2 + 4 x−1
2.1.5. F(x)= 3 x−¿

4 x5 −x3
E. Discussing
new
concepts
and
practicing
new skills
#2.
F. Developing Seatwork Groupwork: Seatwork Do activity #4 on p.
Mastery and Boardwork 63 of the Mathematics G10
For each polynomial
LM.
( Leads to function, determine the Do activity # 3 on p.
Formative degree of f(x), the leading 60 of the Mathematics
Assessment 3) coefficient, and the G10 LM.
constant term.
1. F(x)=
( x−1 )3 ( x−2 )2 (x−3)
2. F(x)=

( 2 x+1 )2 ( x 2−2 x +1 )

G. Finding
practical
applications
of concepts
and skills in
 daily living.
H. Making How will you identify How will you divide How will you divide
generalizatio the degree, leading polynomials using long polynomials using synthetic
ns and coefficient, and division? division?
abstractions constant term of
about the polynomial
lesson. expressions?

I. Evaluating Let the students Checking of the test. Paper and Pencil Test. Paper and Pencil Test. Do activity #5 on p. 64 of the
Learning give their rating to the Mathematics G10 LM.
A. Determine whether the Divide the following
different outputs of
given function is a expressions using long-
the different groups polynomial or not. If it is division method.
using the rubrics on a polynomial function, 2
p. 24 of the determine its degree, x −2 x−15
1.
Mathematics G10 LM. leading coefficient, x +3
leading term, and z 4 +81
constant term. 2.
z +3
1. F(x)= 2 x 4−9 x 4−2 x 2−3 x+ 4
3.
2. Fx)= x +1
3 x−2+ 4 x −3 −5 x −4
3. H(x)=
( 3 x+ 1 )( 2 x−3 )2

4. K(x)= ( x 2−4 ) ( x 2 +4 )

5. P(x)= 5
1 1
( 6−x ) 2 −7 ( 3+ x )3
J. Additional Do activity # 4 Do activity #5 contextualized
activities for contextualized activities. activities.
application or
remediation.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation who
scored below 80%.

C. Do the
remedial
lessons
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?
PREPARED BY: NODELYN J. REYES CHECKED BY: JOCEL A. DEVELOS
Subject Teacher Teacher- In - Charge

School BATO HIGH SCHOOL Grade Level Grade 10

Teacher NODELYN J. REYES Learning Area Math
DAILY LESSON SECTION PASCAL Quarter First
LOG
TEACHING DAYS
TEAHING DATES
I. OBJECTIVE
S
A. Content The learner demonstrates understanding on key concepts sequences, polynomials, and polynomial equations.
Standards
B. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different disciplines
Standards through appropriate and accurate representations.
C. Learning P rove remainder ● find the remainder using ● determine whether the ● follow ● recall concepts
Competencies/ theorem and factor remainder theorem; and polynomial functions are standards in on polynomial
Objectives theorem; and factors ;and taking the test. equations; and
● explain on how to find the
● factor remainder using remainder ● explain how to ● answer the ● determine the
polynomials theorem determine whether the given items real root/s of
polynomial functions are honestly. polynomial
factors equations
* Factor Polynomials
CODE M10AL-1g-2 M10AL-Ih-1

II. CONTENT POLYNOMIALS AND POLYNOMIAL EQUATIONS

III. LEARNING
PROCESS
A. References
1. Teacher’s pp. 54-56
Guide
pages
2. Learner’s pp. 70-78 and 67 pp. 54-56 pp. 54-56 p. 62
Materials
pages
3. Textbook pp. 70-78 pp. 70-78 , and 67 pp. 82- 91
pages
4. Additional
Materials for
Learning
Resources
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURE
S
A. Reviewing Review:
previous
Answering and
 lesson or checking of
presenting assignment.
the new
Motivation:
lesson.
Do activity #1 on
p. 70 of the
Mathematics G10
LM.

B. Establishing 1. Ask: 1. 1.How Review: Review: Review the Review:

a purpose for did you find the competencies
Answering and checking of Answering and checking of Answering and
the lesson. value of a covered in the
assignment. assignment. checking of
polynomial summative test.
assignment.
expression P(x) at Motivation: Motivation:
a given value of x? Motivation:
Find the remainder of Find the factor of the
1.2. What (3 x ¿ ¿ 3+4 x +8)÷ ¿
2
following: Do activity #1 on p.
message did you 82 of the
( x +2) in just 30 seconds. 1. 32
Mathematics G10
obtain?
2. 45 LM.
2. Do activity #2
3. 24
on p. 71 of the
Mathematics G10 4. 54
LM.
5. 152
C. Presenting . Present the objectives of the day. Present the objectives of the Inform students on Ask guide questions
examples/ day. the standards in on p. 82 of the
instances of taking the test. Mathematics G10
the new LM.
lesson.

D. Discussing 1. . Present the concept of Remainder Present the concept of Factor Distribution of the Present the
new concepts Discussio Theorem Theorem. test paper/ posting of objectives of
and n on the problem set. the day.
practicing proving
new skills #1. remainde
r
theorem.
2. Do
activity #
3 on p.
72 of the
Mathema
tics G10
LM.
3. Give
examples
on p. 73
of the
Mathema
tics G10
LM.
 4. Discussio
n on
proving
the factor
theorem.
5. Give
examples
on p. 75
of the
Mathema
tics G10
LM.

E. Discussing 1. Discussion in finding 1. Discussion on Conduct of the 1. Do activity # 2

new concepts remainder using remainder determining factor test. on p. 83 of
and theorem. polynomials using factor the
practicing theorem. Mathematics
new skills #2. 2. Give the following examples. G10 LM.
2. Give the following
x 4−2 x 2−3 x+ 4 2. After doing the
a. examples.
x +1 activity,
2.1. Determine whether the process their
4 x 2−2+3 x−x 3
b. following polynomials answers by
x−1
are factors of f(x) = asking the
c. Find the value of k so that x 3−x 2−21 x+5 . questions
the remainder is R when found on p.
a. x – 3 83 of the
f(x) is divided by x-r. F(x) =
3 Mathematics
2 kx +kx +5, R= -6, r=-1. b. x + 5
G10 LM.
2.2. Find the value of
 k so that (x+2)
is a factor of
f(x)=
3 2
kx −6 x +7 x−10
.
3. Give more concrete
and illustrative
examples.

F. Developing Groupwork:
Mastery Seatwork and
Boardwork
( Leads to
Formative Do activity # 5 on
Assessment 3) p. 76 of the
Mathematics G10
LM.

G. Finding Quiz Bowl: Groupwork: Seatwork and Review the Do activity # 8 on p.

practical Boardwork competencies 91 of the
Find the remainder of the
applications covered in the Mathematics G10
following functions: Find the value of k so that
of concepts summative test. LM.
(x+2) is a factor of f(x).
and skills in 1. F(x)= x 4 −5 x 2−7 x +6 ; p(x)=
daily living. 1. F(x)= 2 x3 −kx 2−24
x-3

2. F(x)= 3 x 5+ 2 x 4 −3 x 3 −5; 2. F(x)= 32-16x+8 kx 2 −4 x 3

p(x)= x+1 3. F(x)= 2 kx 5 +4 kx 3−8 k −16
3. F(x)= x 5−4 x3 −2 x 2 +8 ; p(x)=
x-2
 4. F(x)= 4 x3 −2 x 2−12 x+ 3;
g(x)= x-2

Find the value of k so that the

remainder R when f(x) is divided
by x-r. F(x) = 2 x2 +3 kx +4 R is 10,
r= 3.
H. Making How will you prove Inform students on
generalizatio the remainder the standards in
ns and theorem? taking the test.
abstractions
about the
lesson.
I. Evaluating Paper and Pencil How will you find the remainder of How will you determine Distribution of the How will you
Learning Test. the polynomial when divided using whether the polynomials are test paper/ posting of determine the root/s
remainder theorem? factor or not? the problem set. of polynomial
Do
equations?
activity # 6 and 7,
nos. 1-5 on pp. 76
and 77 of the
Mathematics G10
LM.

J. Additional Use the remainder theorem to find Paper and Pencil Test. Checking of the test. Do activity # 9, on p.
activities for the remainder when f(x) is divided 91of the Mathematics
Determine if d(x) is a factor
application or by g(x). G10 LM.
of p(x).
remediation.
1. F(x)=100 x 3+200 x 2−300 x ;
1. P(x)= x 3−2 x+1 ; d(x)= x -
g(x)= x-1
1
2 3
2. F(x)= 125 x −500 x −250;
2. P(x)= 4 x3 −x 2−6 x+16 ;
 g(x)= x+1 d(x)= x -2
3. F(x)= 2 x3 +7 x 2 + x−12; g(x)= 3. P(x)=
4 3 2
x+3 2 x +11 x +21 x +17 x +5;
d(x)= x -4

V. REMARKS

VI. REFLECTION
No. of learners
who earned 80% in
the evaluation.

No. of learners
who require
additional
activities for
remediation who
scored below
80%.
Do the remedial
lessons 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?

PREPARED BY: NODELYN J. REYES CHECKED BY: JOCEL A. DEVELOS

Subject Teacher Teacher- In - Charge
School BATO HIGH SCHOOL Grade Level Grade 10
Teacher NODELYN J. REYES Learning Area Math
Section PASCAL Quarter First
DAILY LESSON
LOG
TEACHING DAY
TEACHING
DATES
I. OBJECTIVE
S
A. Content The learner demonstrates understanding on key concepts sequences, polynomials, and polynomial equations.
Standards
B. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different disciplines
Standards through appropriate and accurate representations.
C. Learning ● Illustrates ● Proves rational root Solves problems FIRST QUARTER
Competencies/ Polynomial theorems involving polynomials EXAM
REVIEW for the test
Objectives equations and polynomial
● Solves polynomial
equations
equations.
CODE M10AL - Ii-1 M10AL - Ii-2 & M10AL-Ij-1 M10AL-Ij-2
II. CONTENT POLYNOMIAL EQUATIONS
III. LEARNING
PROCESS
A. Reference
s
1. Teacher’s pp. 54-56
Guide
pages
 2. Learner’s pp. 70-78
Materials
pages
3. Textbook
pages
4. Additional
Materials for
Learning
Resources
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURE
S
A. Reviewing Review: Review:
previous
Answering and Answering and checking
lesson or
checking of of assignment.
presenting
assignment.
the new Motivation:
lesson. Motivation:
Do activity # 10 on p. 92
Do activity # 4 on of the Mathematics G10
p. 85-86 of the LM.
Mathematics G10
LM.
B. Establishing Present the Present the objectives of
a purpose for objectives of the day. the day.
the lesson.
C. Presenting Do activity # 5 on p. Do activity # 11 on p. 92- .
examples/ 87of the Mathematics 93 of the Mathematics
instances of G10 LM. G10 LM.
the new
lesson.
D. Discussing 1. Discussion in Do activity # 12 p. 93 of .
new proving of the the Mathematics G10 LM.
concepts and rational root
practicing theorem.
new skills #1. 2. Do activity # 6 on p.
88 of the
Mathematics G10
LM.

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 How will you find the How will you solve
generalizatio roots of the problems involving
ns and polynomial polynomial equations?
abstractions equations?
about the
lesson.
I. Evaluating Do activity # 7; letter Do activity # 13 p. 93
Learning Aon p. 89-90 of the of the Mathematics G10
Mathematics G10 LM.
LM.

J. Additional Do activity # 7;
activities for letter B on p. 90 of
application or the Mathematics
remediation. G10 LM.

V. REMARKS

VI. REFLECTION
A. No. of
learners
who earned
80% in the
evaluation.
B. No. of
learners
who require
additional
activities for
remediation
 who scored
below 80%.
C. Do the
remedial
lessons
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?

PREPARED BY: NODELYN J. REYES CHECKED BY: JOCEL A. DEVELOS

Subject Teacher Teacher- In - Charge