A DETAILED LESSON PLAN IN

GRADE 10 Mathematics

Time Frame: 1 Hour

I. OBJECTIVES
At the end of the lesson the students will be able to:
A. Illustrate an arithmetic sequence
B. Determine the nth term of an arithmetic sequence; and
C. Applying arithmetic sequence in real life scenario

II. SUBJECT MATTER

A. Topic: Arithmetic Sequence References:
B. References: Worksheets
(https://cdn.kutasoftware.com/Worksheet/Alg2/Arithmetic%20Sequence.pdf)
Arithmetic Sequence, pp. 3, 13, 37 https://lrmds.deped.gov.ph/detail/416
C. Instructional Materials: Television, Visual aids, White board, Marker and
Eraser

III. PROCEDURE
Teacher’s Activity Students’ Activity

A. Preliminaries
1. Prayer
Before we begin our class,
anybody from the class who A student will lead in prayer
wants to lead us in prayer?
Thank you!

2. Greetings
“Good Morning Grade 10” “Good Morning Ma’am Alyssa”

3. Checking of cleanliness

Before you take your seat kindly The students will align the chairs and pick up
arranged the chairs and pick up the trashes
the pieces of paper under your
chair.

4. Checking of attendance
“No one is absent Ma’am”
“Class monitor is there any
absentees for today?”

Very good!
B. Review of the Past Lesson
Before we proceed to our lesson,
anybody from the class who
remembered our last topic? Yes Ma’am! It’s all about the Geometric
Sequence.

Very good! So what is Geometric

Sequence? “The Geometric Sequence is a sequence with a
common ratio.

If you truly understand what is

geometric sequence, I'll be giving you 2
minutes to find the common ratio of this The students will answer the activity
geometric sequence.

1.) 4, 40, 400, 4000 .... (r=10)

2.) 1, 2, 4, 8, 16 .... (r=2)
3.) 4, 16, 64, 256, .... (r=4)

Very Good! If we already have

enough knowledge about Geometric
Sequence, let’s now move forward
to our new lesson.

C. Motivation
But before we proceed to our new
lesson today, let’s have a short activity
entitled “What’s Next?”

For the mechanics of the game, all you

have to do is to guess the next figure
and the next number by observing the
given set of figure and numbers. Kindly
raised your hand if you already know
the answer.

“Are you ready class?” “Yes Ma’am”

Okay, let’s start!
The teacher paste the visual on the
board

As you can see here in the visual, the

first flower contains of what number of “Only 1 petal ma’am”
petals?

How about in second figure?

“Contains of 3 petals ma’am”
How about on the third figure? How
many petals of flower are there?
“There are 5 petals of flowers on the third
And to the last figure how many petals figure ma’am”
are there?
“There are 7 petals ma’am”
So, what should be the next? Do you
think, how many petals are there on the
 next figure?
“The next figure consists of 9 petals ma’am”
Very Good!

The teacher pastes another two

examples of sequence

What should be the next on this

sequence?

0, 4, 8, 12, 16, …

1, 3, 9, 27, 81, … “20 ma’am”

“243 ma’am”
Good job class! Let’s give them a good
job clap!

D. Lesson Proper
“Based on our activity, how did you
find the next figure or number and what
have you noticed with the given set of
figures and numbers?” “To find the next figure or numbers we are
looking for a PATTERN”
“Your right! So, let’s now define what
is the Pattern?”

NUMBER PATTERN- ordered list of

numbers which is also called a
sequence.

“How about, what do we called to the

number or objects in the pattern or
sequence? We called it a term.”

TERM- it is the number or object in the

pattern or sequence.

“Do you understand class?”

“Yes ma’am”
“Very good!”

In a sequence, we have what we called

an Arithmetic Sequence and this is our
lesson for today”

“But first, let’s now defined what is the

meaning of Arithmetic Sequence. “An arithmetic sequence is a sequence in
Student A can you read the meaning of which a constant term d, is added to the
an arithmetic sequence?” previous term to get the next term.

And this constant, d, is what we called the

common difference”

Thankyou Student A!
I have here an example of arithmetic
sequence;
1, 6, 11, 16, 21, …

This sequence is an example of

arithmetic sequence because there is a
constant that if we add from the
previous term we will get the next term.

“But what is the common difference of “The common difference of the sequence is 5
this sequence? What constant or number ma’am”
can we add to 1 to get the next term
which is 6?”

“Very Good! Let’s give his/her a three

clap”

Let’s now move on to the formula of an

arithmetic sequence;

a n=a1 + ( n−1 ) d
where:
a n= is the nth term
a 1= is the first term
n = is the number of terms and
d = is the common difference

Example 1:
Find the 9th term of the sequence 1, 6,
11, 16, …

Given:
a n= ?
a 1= 1
n=9
d= 5

For our solution, let’s now substitute the

given in our formula
a n=1+ ( 9−1 ) 5
a n=1+ ( 8 ) 5
a n=1+40
a 9=41
The answer for the 9th term of the
sequence 1, 6, 11, 16, … is 41.
“Yes ma’am”
“Do you understand class?”

“Good job! Is there any questions or “None ma’am”

clarifications?”

For our second example, I want a

volunteer to answer the example 2.
 Example 2: Student B will raise his/her hand to answer the
Find the 20th term of the sequence 3, 9, second example.
15, 21, 27, …
Given:
a n= ?
a 1= 3
n = 20
d= 6
Solution:
a n=1+ ( 20−1 ) 6
a n=1+ ( 19 ) 6
a n=1+114
a 9=115
The answer for the 20th term of the
“Good job Student B! Let’s give
sequence 3, 9, 15, 21, 27, … is 115
his/her a good job clap.”

E. Generalization
Okay class! Now that we are done in
our discussion, I have some questions
for you.

“Again, what is our lesson for today?” “Our Lesson for today is all about Arithmetic
sequence ma’am”

“Very good! Next is what is the formula “The formula of an arithmetic is

of an arithmetic sequence?” a n=a1 + ( n−1 ) d

“Good job!”

F. Application
Okay class, Since you already
understand the lesson let's have a short
individual activity. You're going to find
the nth terms using the arithmetic
formula that we studied earlier. I will be
giving you 10 minutes to answer this
activity and timer starts now.

Activity
Your friends are planning to go to the The students start answering the activity
beach this summer. But unfortunately,
you don’t have budget for swimming.
So you’ve decided to save money from a 30=250+ ( 30−1 ) 20
your daily allowance. Supposed that
a 30=250+ ( 29 ) 20
you started saving 250 pesos in your
piggy bank on Day 1 and you added 20 a 30=250+580
pesos to your savings the following a 30=830
days. How much would be your savings
after 30 days?

IV. EVALUATION
 Direction: Give the common difference & supply the missing terms in each arithmetic
sequence.

1.) 2, 5, 8, ___, ___

2.) -8, ___, ___, 7, 12
3.) ___, ___, 1, 7, 13
4.) 6, 7, 8, ___, ___,
5.) 10, 6, ___, ___, -6

V. ASSIGNMENT
Study the fibonacci sequence and try to answer the missing terms of the following
sequence below.

1.) 1, 1, 2, 3, ___, 8, 13, ___, 34, ___

2.) 2, 5, ___, 12, ___, 31, 50, ___
3.) ___, 12, 23, ___, 58, ___
4.) 10, ___, 24, ___, 58, ___
5.) ___, 45, ___, 123, 201, ___

Prepared by:
ALYSSA MAE U. GULLAS
Pre-Service Teacher

Submitted to:
JOHN CARL FROI CARPO
Instructor, Field Study 1