La Salette of Roxas College, Inc.

Magsaysay St., Vira Roxas

BASIC EDUCATION DEPARTMENT

UNIT PLAN FOR MATHEMATICS 10

Name of Teacher Joebert A. Alabon Grade Level 10
Subject Mathematics Quarter 1
Unit Topic Sequences and Series
Content Standard
The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial
equations.
Unit Standards
Performance Standard
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
equations in different disciplines through appropriate and accurate representations.
Lesson Number 1 Week 1-5

The learner will be able to:

Acquisition 1. generates patterns;
Acquisition 2. illustrates an arithmetic sequence;
3. determines arithmetic means, nth term of an arithmetic sequence and sum of the
Acquisition
terms of a given arithmetic sequence;
Acquisition 4. illustrates a geometric sequence;
Acquisition 5. differentiates a geometric sequence from an arithmetic sequence;
6. determines geometric means, nth term of a geometric sequence and sum of the terms
Acquisition
Learning of a given finite or infinite geometric sequence; and
Competencies Acquisition 7. solves problems involving sequences.
The students will understand that:
Meaning 1. sequences are essential in developing order and stability; and
Making 2. sequences and series can be determined through generated patterns involving
mathematical operations.
The students in the long run will be able to independently use their learning to:
1. provides alternate solutions in solving different mathematical and real-life problems.
Transfer

1. I can generate patterns.

2. I can illustrate an arithmetic sequence.
3. I can determine arithmetic means, nth term of an arithmetic sequence and sum of the terms of a
given arithmetic sequence.
Learning Targets 4. I can illustrate a geometric sequence.
5. I can differentiate a geometric sequence from an arithmetic sequence.
6. I can determine geometric means, nth term of a geometric sequence and sum of the terms of a given
finite or infinite geometric sequence.
7. I can solve problems involving sequences.
Advance with Math 10
Video clip on Patterns and Designs
Journal notebook / diary
Resources Needed Art materials and tools
Activity Notebook and pen
PowerPoint presentation
Image clips

UNIT PLAN FOR MATHEMATICS 10 1

 METHODOLOGY
Elements of Salettini
an Core
the Learning Day Values
Plan (RBT)
Explore 1 The Unit on Sequences and Series
Learning Objectives:
At end of the session, the students should have:
a. answered the given pre-assessment activity;
b. viewed the video clip;
c. given their analysis answering the process questions; and
d. completed the Anticipation-Reaction Guide (Before).

Activity 1: Pre-Assessment Activity Excellence

(Remember
The students will answer a pre-assessment activity that will test their prior knowledge ing,
regarding sequences and series. It’s also an avenue to arose the drive of the students in Understand
ing,
learning. So much so, it will be an opportunity for the students to clarify and have a bird’s eye Applying,
view on what is expected to them in the span of their learning. Analyzing,
Evaluating)

Activity 2: Film Clip Viewing on Patterns and Designs Excellence

The class will be viewing a short clip on the Patterns and Designs retrieved from (Understan
ding,
https://www.youtube.com/watch?v=0HzXapUeL5Y. The students will answer processing Analyzing,
questions regarding the video presentation. Evaluating)
Process Questions:
1. How are the designs from around the world formed?
2. How are patterns formed?
3. Where can we see patterns?
4. How will you complete a shape or a number pattern?

Activity 3: Before-After (A-RG) Excellence

As an initial presentation of the topic, the teacher will ask the students to accomplish the A-RG (Remember
ing,
Table. The students will write their response for each statement in the Before Lesson Column Understand
ing,
only. They will write A if they agree with the statement, or they will write B if they disagree Applying,
with the statement. Analyzing,
Evaluating)

Before Lesson Statements After Lesson

1. A pattern is formed when a set of shapes,

numbers or designs are repeated over and
over again.
2. To complete a continuing pattern, identify
the pattern rule,
3. A sequence is a function whose domain is
the set of integers.
4. A sequence is finite when the pattern will
not continue.
5. Real-life patterns such as in money,
sports, etc. can continue infinitely.
Firm Up 2 Concepts on Mathematical Sequence
Learning Objectives:
At end of the session, the students should have:
a. searched the missing pattern;
b. recognized the correct words that sufficed the given statements;
c. analysed the video clip defining a sequence and its types with a prepared process
questions; and
d. completed the prepared Complete Me activity.
Excellence,
Activity 4: Search-for-a-Pattern Mary’s Fiat
A1. The The teacher will show some examples of patterns and sequences that is incomplete. The (Analysing,
learner teacher will ask the students to complete the sequences. The students will study the given Evaluating)
generates sequence of numbers and shapes and try to observe how they are formed. They will be
patterns. asked by the teacher and the next number/figure.
(M10AL-Ia-1) 1. 1, 5, 9, 13, 17, _____
2. 3, 5, 8, 13, 21, _____
3. 16, 8, 4, 2, 1, _____
4.

UNIT PLAN FOR MATHEMATICS 10 2

 5.

, , , _______

Process Questions:
1. How did you get your answers? Explain
2. What is the significance of patterns and designs in forming mathematical sequence?
Excellence
Activity 5: Unlocking Difficulties (Understan
The teacher will flash on the LED screen some jumbled letters that will form words which ding,
Analysing )
used as terminologies related to sequences and series. The student will intelligently guess the
words correctly. If the students are in hard time to guess the words the teacher will show some
hints that will help the students guess the words correctly.

Activity 6: Please Define Me! Excellence,

The teacher will prepare and let the students analyze a video clip defining a sequence and its Mary’s Fiat
(Understan
types with a prepared process questions. The students will take note of the process questions ding,
before watching it. The link https://www.youtube.com/watch?v=p-rc5mTDt9E to watch and Applying,
Analysing,
play the video. Evaluating,
Process Questions: Creating)

1. When is a list of numbers called a sequence?

2. In a Venn diagram, what is the similarities and differences of a sequence finite or
infinite?

3. In what ways can you express a sequence?

4. When is a sequence arithmetic? Explain.
Excellence
Activity 7: Complete Me (Applying,
Analysing,
The teacher will let the students study the next table and tell the students to try to complete it. Evaluating,
Creating)
Then answer the questions that follow.
Sequence First Last Number of Finite or
Term Term Terms Infinite
1. 1, 2, 3, 4, 5 1
2. -2, 4, -8, …-2048, 4096 12
3. -9, -2, 5, 12, 19, …
Process Questions:
1. Which sequences have a definite number of terms?
2. Which sequences have no definite number of terms?
3. Which sequence/s is/are ascending?
4. Which sequence/s is/are descending?
5. Which sequences are neither ascending nor descending?
3 Concepts of Mathematical Sequence
Learning Objectives:
At end of the session, the students should have:
a. identified the next missing pattern;
b. generate the general rule of the sequence; and
c. execute the general rule in checking a pattern.

Activity 8: What’s Next? Excellence,

As an initial activity, the teacher will let the student actively answer the situations below. Mary’s Fiat
(Applying,
There are figures and numbers to be discovered. After which, the students will describe the Analysing,
patterns and how they formed the patterns. Evaluating,
Creating)

1.

Questions:
a. Do the figures show a pattern? Describe it.
b. Draw the next figure.
2. Find the next term in each sequence.
17, 22, 27, 32, …
a. How is the next term obtained?
3, -3, 3, -3,…

UNIT PLAN FOR MATHEMATICS 10 3

 b. Describe the pattern.

Activity 9: Let’s Learn! Excellence

(Remember
Writing the First Few Terms of a Sequence ing,
A PowerPoint presentation and through interactive discussion, the teacher will help the student Understand
ing,
comprehend and analyze the given topic. After a thoroigh explanation and examples the Applying,
students will try to complete the given examples. Analysing,
Evaluating,
Creating)
“A sequence is usually given by stating the general rule or its nth term, hence we can find its
next few terms.”

Example 1. In the simple sequence 2, 4, 6, 8, 10, …. each term is paired with a natural number
by the rule an = 2n. Hence the sequence can be written as
1st term 2nd term 3rd term 4th term Nth The teacher will let the student
term notice how the formula an = 2n
a1 a2 a3 a4 an gives all the terms of the sequence.
2. Find the first 3 terms of the
sequence given the general term an
2
n
¿
2
3. What is the 10th term of the sequence defined by the formula
2
a n=2 n +n−4 ?
Excellence
(Remember
ing,
Activity 10: Find the General Applying,
An activity that enhances the application of skills lead to finding the general rule and nth term Analysing,
Evaluating,
of the patterns. The students will carefully read the details on how to find the general term (nth Creating)
term) of a sequence.
1. 3, 6, 9, 12,… ____________________________________
2. 1, 3, 5, 7,…. ____________________________________
3. 2, 4, 8, 16,… ____________________________________
4. 1, 8, 27, 64,… ____________________________________
5. 2, 5, 10, 17, 26,… ____________________________________

Process Questions:
1. Was it easy to determine the general term?
2. What difficulty did you encounter?
4 Series in Real Life
Learning Objectives:
At end of the session, the students should have:
a. analyzed the video clip on series;
b. viewed the video clip;
c. given their analysis answering the process questions; and
d. completed the Anticipation-Reaction Guide (before).

Activity 11: Summing Up Excellence,

Given a video clip to watch tin learning the concept of series. The link will be used as a Mary’s Fiat
(Applying,
reference: http://www.virtualnerd.com/algebra-2/sequences-series/series-definition.php . After Analysing,
watching the students wil be asked to test how they processd the video clip. Evaluating,
Creating)
Process Questions:
1. What is the difference between a sequence and a series?

2. When is a series finite and infinite?

Activity 12: Let’s Learn More Excellence

(Remember
Using the discussion, the teacher will used PowerPoint presentation to present the content ing,
properly. There are examples and concrete real-life scenarios that help the students realize the Understand
ing,
lesson. Applying,
“The sum of the terms of a sequence can be denoted by Sn, where n refers to the number of Analysing,
Evaluating,
terms. If a sequence is finite, its corresponding series is a finite series. Creating)
Sn = a1 + a2 + a3 + a4 + … an”

Examples:
1. Consider the sequence 2, 4, 6, 8, 10, 12, 14, 16, 18, 20

UNIT PLAN FOR MATHEMATICS 10 4

 2. Find the indicated value of the series 2 + 4 + 6 + 8 +…, S8

Activity 13: Apply Me Excellence

(Remember
The teacher will instruct the student that sequence may also refer to an arrangement of doing ing,
things. The students will let realize sequence at home, with several activities and household Applying,
Analysing,
chores that entails the concepts of sequence and series. Evaluating,
Creating)

Scaffold 1: The students will list down at least three activities or household chores that use the
concepts of sequence and series.

Scaffold 2: Then thy will choose one from the list of activities and write down the sequence of
steps in doing/performing the activity.
Process Questions:
1. What did you realize in the activity?
2. What important concept will you not forget?
Excellence
Activity 14: 3-2-1 Framework (Remember
Using the concepts of sequence and series in performing real-life tasks, the teacher will remind ing,
Applying,
the students in the 3-2-1 framework below. Analysing,
3- ways I can apply the concepts of sequence of numbers and patterns, Evaluating,
Creating)
and series in performing real-life tasks.
2- things I find difficult in applying the concepts of sequence and series
1- lesson I learned from the whole process of studying sequence of numbers and
series.
5 The Concept of Arithmetic Sequence
Learning Objectives:
At end of the session, the students should have:
a. defined arithmetic sequence;
b. identified arithmetic sequence;
c. completed the IRF worksheet (Initial);
d. accomplished the Frayer Model activity;and
e. consummated the terms in an arithmetic sequence;
A2. The
learner Activity 15: Arithmetic or Not?
illustrates an The teacher will play the videos from Excellence
(Remember
arithmetic 1.http://www.virtualnerd.com/algebra2/sequencesseries/arithmetic/arithmetic- ing,

sequence. sequences/arithmeticsequence-definition Understand

ing,
(M10AL -Ib- 2.http://my.hrw.com/math06_07/nsmedia/lesson_videos/alg2/player.htm? Applying,
Analysing,
1) contenSSrc=6498/6498.xml Evaluating,
and let the students process the questions with he facilitation of the teacher. The students Creating)
will complete the Frayer Model with the format in the next page.

Process Questions:
1. How did you determine the examples and non-examples of an arithmetic sequence?
2. How will you know that a given sequence is arithmetic or not?

Activity 16: Skill Practice in Identifying Arithmetic Sequences

As an exercise of their skills, the students will open their book and they will try the different
task the teacher wants them to accomplish.
Process Questions:
Did you encounter any difficulty in identifying which is arithmetic and which is not? If yes,
why? If no, why?
A3.
Activity 19: Let’s Learn! Excellence,
Determines
After processing and checking the understanding and application of the skills the teacher will Mary’s Fiat
arithmetic (Remember
let the students answer the following. It’s all about finding the terms of an arithmetic sequence. ing,
means, nth
Consider the following problems: Creating)
term of an
1. Find the 15th term of the sequence 1, 5, 9, 13, …
arithmetic
2. The 4th term of an arithmetic sequence is 34 and the 10th term is 22.
sequence and
3. In the sequence 50, 45, 40, 35, …, which term is 5?
sum of the

UNIT PLAN FOR MATHEMATICS 10 5

terms of a Process Questions:
given 1. How will you determine the next term of an arithmetic sequence?
arithmetic 2. How will you determine the nth term of an arithmetic sequence? Excellence,
sequence. Activity 20: Missing You Mary’s Fiat
(Understan
To find the missing term/s in the arithmetic sequence, a video clip will be presented to the ding,
class with the link: https://www.youtube.com/watch?v=bM4bsgEh7p4 Applying,
Analysing,
Process Question: How will you determine the in – between missing terms of an arithmetic Evaluating,
sequence if the given are its first and last terms? Creating)

6 Arithmetic Sequence in Real world

Learning Objectives:
At end of the session, the students should have:
a. identified the sum of the terms;
b. answered problems on arithmetic sequence;
c. given their analysis answering the process questions; and
d. completed the Anticipation-Reaction Guide (before).

Activity 21: The Secret of Karl

Excellence
With an initial activity of “What is 1 + 2 + 3 +… + 50 +51 + … + 98 + 99 + 100?”. A (Remember
presentation of a mathematician followed by a problem-based interactive discussion. ing,
Understand
ing,
Gauss, Carl Friedrich (1777-1855), a German mathematician, is noted for his wide-ranging Applying,
Analysing,
contributions to the field of mathematics and physics, particularly the study of Evaluating,
Creating)
electromagnetism.
At age 10, Gauss was asked by his teacher to add the counting numbers from 1 to 100
to keep him busy. While his classmates toiled away doing the addition longhand, Gauss wrote
a single number, the correct answer within seconds only. How did he do it? Let’s find out.

Excellence
(Remember
ing,
Activity 22: SUMthing to Do Understand
ing,
Find the sum of each of the following: Applying,
1. Integers from 1 to 50 Analysing,
Evaluating,
2. Even integers between 1 and 101 Creating)
3. First 25 terms of the arithmetic sequence 4, 9, 14, 19, 24, …
4. Multiples of 3 from 15 to 45

Process Questions:
1. By applying Karl’s trick and formula, were you able to get the sum of a sequence in a
lesser time?
2. What is your insight in this activity?

Activity 23: Save Me Excellence

The teacher will group the students and each group will present their answers and the teacher (Understan
ding,
will let the other group check the output of the other group with the supervision of the teacher. Applying,
1. Vicky is saving her money to buy a car. She has Php 50 000, and she plans to save Php 3 Analysing,
Evaluating,
750 per week from her job as a call center manager. Creating)
a. How much will Vicky have saved after 8 weeks?
b. If the car’s down payment costs Php 270 000’ how long will it take her to save
money at this rate?
Process Questions:
1. How are the answers to each problem solved?
2. Will the pattern of the above problems be predicted?
3. How can outcomes of certain real-life problems be predicted?
Excellence
Activity 24: Error Recognition (Remember
This time, the teacher will find out how well the students can detect errors with the activity. ing,
Understand
Rose wrote the first 3 terms of an arithmetic sequence 4, 8, 12, … ing,
When she asked Bobby to extend the sequence to the first 10 terms, he wrote: Applying,
Analysing,
4, 8, 12, 4, 8, 12, 4, 8, 12, 4, … Evaluating,
a. Is Bobby correct? Explain. Creating)

b. What fact did Bobby ignore when he extended the sequence?

c. What is the correct sequence?
Process Questions:

UNIT PLAN FOR MATHEMATICS 10 6

 1. How did you determine the error in the given arithmetic sequence?
2. Why is error recognition important in learning arithmetic sequence?

7 Geometric Sequences
Learning Objectives:
At end of the session, the students should have:
a. find the ratio of the numbers presented;
b. done the activity on Fold Me Up;
c. answered the process questions;
d. defined the meaning of geometric sequence;
e. describe a geometric sequence;
f. identify a given sequence if it’s arithmetic or geometric;
g. illustrate a geometric sequence; and
h. find the missing term of the sequence.

Activity 25: Divide and Conquer Excellence

(Remember
Find the ratio of the second number to the first number. ing,
Understand
1. 2, 8 ing,
2. -3 9 Applying,
Analysing,
3. -5 -10 Evaluating,
Process Questions: Creating)
1. How did you find the activity?
2. What foundation skills you had performed?

Activity 26: Fold Me Up Excellence

(Remember
The teacher will ask the students to work in pair. One will perform the paper folding and the ing,
other will record the outcomes. Understand
ing,
Square 1 2 3 Applying,
Analysing,
Area Evaluating,
Process Questions: Creating)

3. What is the area of the square formed after the first fold? Second fold? Third fold?
4. Is there a pattern in the areas obtained after 3 folds?
A4. Illustrates 5. Using the pattern in the areas, what would be the 6th term of the sequence?
a geometric
sequence. Activity 27: I’ll Tell You What You Are Excellence
(Understan
(M10AL-Id-1) The teacher will present different kinds of geometric sequence, the meaning of the geometric ding,
sequence, and what they call common ratio. An activity on stating whether each of the Applying,
Analysing,
following sequences is geometric or not. Evaluating,
1. 5, 20, 80, 320, … Creating)

2. 5, -10, 20, 40
3. 4, 0, 0, 0, 0, …
Process Questions:
1. What strategies you employed to come up with your answers?
2. What is a geometric sequence?

Activity 28: Missing You Excellence

(Remember
After stating the given set whether if it’s geometric or not, the teacher will introduce the nth ing,
term of a geometric sequence with different kinds of examples. Another activity on finding the Understand
ing,
missing terms in each geometric sequence will be used. Applying,
1. 3, 12, 48, ____, ____ Analysing,
Evaluating,
2. ____, ____, 32, 64, 128, … Creating)
3. 120, 60, 30, ___, ____, ____
4. 5, ___, 20, 40, ___, ___
5. ___, 4, 12, 36, ___, ___

8 Geometric Sequences
Learning Objectives:
At end of the session, the students should have:
a. read the article on comparison of an arithmetic and geometric sequence;
b. differentiate using Venn diagram the two sequences;
c. watched the videos on finite and infinite geometric sequences;
d. differentiated finite and infinite geometric sequences by filling the Venn diagram;
e. inserted the geometric means in a sequence;
f. find the sum of the terms of a given finite or infinite geometric sequence; and
A5. g. answered the process questions.
Differentiates a
geometric Activity 29. The Big Difference Excellence
sequence from In the previous lesson, the students learned what arithmetic sequences are. In this activity, the (Applying,
Analysing,
an arithmetic students will now be asked to read an article entitled “Comparison of Arithmetic and Evaluating,
Creating)
sequence. Geometric Sequences.” Link: article:
(M10AL-Id-2) https://share.ehs.uen.org/sites/default/files/Unit06Lesson04_0.pdf

UNIT PLAN FOR MATHEMATICS 10 7

 Arithmetic Sequence Geometric Sequence

And when the students finally completed the Venn Diagram, they will automatically complete
the following statements:
1. An arithmetic sequence and a geometric sequence are similar because they both
________________________________________________________________________
______________________________________________.
2. They are different because
________________________________________________________________________
______________________________________________.

Process Questions:
1. What were presented in the article to help you compare the two sequences?
2. When you were asked to use formulas, were you able to see the differences easily? Why?
Why not?
3. Did the graphs help you visualize the difference between the two? How?

Excellence
(Applying,
Activity 30. Finite And Infinite Geometric Series Analysing,
The teacher will say it to the class “A geometric series can be finite or infinite.” When the Evaluating,
Creating)
students react, the teacher will flash two different videos regarding the difference between the
two through these links:
VIDEO 1: https://www.youtube.com/watch?
v=XJ0oVPoEm60&list=PL8880EEBC26894DF4&index=100
VIDEO 2: https://www.youtube.com/watch?
v=lIYc8TYxbY8&index=101&list=PL8880EEBC26894DF4

When the students have finished watching the videos, let them find out if they will be able to
complete the Venn Diagram completely.

Finite Geometric Infinite Geometric

Sequence Sequence

Process Questions:
1. What were presented in the videos to help you compare the two ways of solving for a
geometric series?
2. How do the formulas reveal the difference between the two?
3. When will you know which type to use? How can you tell?

A6. Activity 31: Insert My Terms

UNIT PLAN FOR MATHEMATICS 10 8

 Excellence
Determines The student will test the students’ understanding by imposing an item inserting 3 terms (Applying)
geometric between 2 and 32 of a geometric sequence. When they presented their answers, the teacher
means, nth will show how to insert a certain number of terms between two given terms of a geometric
term of a sequence.
geometric 1. Insert 3 geometric means between 5 and 3125.
sequence and 2. Find the geometric mean between 12 and 192.
sum of the Excellence
terms of a Activity 32: Want SUM? (Applying,
Creating)
given finite or The teacher will consider the geometric sequence 3, 6, 12, 24, 48, 96,… and let the student
infinite answer the sum of the first five (5) terms?
geometric S1 S2 S3 S4 S5
sequence.
Process Questions:
1. What is the common ratio of the given sequence?
2. What happens to the values of Sn as n increases?
3. Does the given infinite sequence have a finite sum?
Excellence
Activity 33: SUM IT UP (Applying,
1. Find the sum of the first seven terms of a geometric sequence whose first term is 3 and Creating)
common ratio is 4.
2. What is the sum of the first 10 terms of the geometric sequence, 4, 2, 1?
Deepen 9 Deepening Arithmetic and Geometric
Learning Objectives:
At end of the session, the students should have:
a. answered the problems on geometric sequence and series;
b. summarized the different situation solved by geometric sequences; and
c. accomplished the Before-After Guide (after).
Excellence
Activity 34: Power of FOUR
A7. Solves 1. Given the geometric sequence 1, 2, 4, 8, 16, 32, …, think of a simple real-life situation
(Applying,
Analysing,
problems which represents this sequence. Evaluating,
Creating)
involving 2. A certain culture of bacteria initially contains 1 000 bacteria and doubles every hour. How
sequences. many bacteria are in the culture at the end of 10 hours?
(10AL-If-2)
Activity 35: Putting It All Together
The students will now revisit the different solutions that their peers have used to apply the Excellence
M1. concepts of geometric sequences and series. The students will also identify the common things (Applying,
Analysing,
Sequences are that they have noticed among the various situations presented. Creating)
essential in From the various real-life connections presented in the different activities, I noticed that
developing the situations have the following things in common:
order and
stability; and 1.___________________________________________________________
2. ___________________________________________________________
3. ____________________________________________________________

Activity 36: Before-After (A-RG)

As an initial presentation of the topic, the teacher will ask the students to accomplish the A-RG Excellence
Table. The students will write their response for each statement in the After Lesson Column -Evaluating

only. They will write A if they agree with the statement, or they will write B if they disagree
with the statement.

Before Lesson Statements After Lesson

1. A pattern is formed when a set of shapes,

numbers or designs are repeated over and over
again.
2. To complete a continuing pattern, identify
the pattern rule,
3. A sequence is a function whose domain is
the set of integers.
4. A sequence is finite when the pattern will
not continue.
5. Real-life patterns such as in money, sports,
etc. can continue infinitely.
Transfer 10 Transfer Understanding
Learning Objectives:
At end of the unit, the students should have:
a. worked in groups in coming up a salary scheme;
b.presented by differentiated output the activity;
c. spotted the importance of geometric sequence and series in real-life.

UNIT PLAN FOR MATHEMATICS 10 9

 Excellence
M2. Activity 37: May the Best Man Win (Applying,
Analysing,
Sequences and Imagine that you were a group of the people in La Salette Human Resource, group of Evaluating,
series can be a fast-growing company in Roxas, Isabela, which also known locally and globally. All of you Creating)

determined were asked by Mr. Joebert A. Alabon the current CEO of the company to create a salary
through scheme for a very important job that the company would offer to the best Information
generated Technologist (IT) graduates this year. The CEO gave the salary range for two (2) years, telling
patterns everyone in your group that whoever could give a salary scheme that would best benefit both
involving the employer and the would-be employees would be given incentives.
Specifications:
mathematical
1. Make use of all the concepts you learned on geometric sequences considering the starting
operations.
salary rate, the rate of increase, time frame, etc. in making different salary schemes and in
deciding which one will be the best for both the employer and would-be employees.
2. Prepare a visual presentation of your chosen salary scheme with the different data that were
used, together with the formulas and all the computations done. You may include one or
T1. Provides two salary schemes that you have prepared in your group for comparison.
alternate 3. In a simulated board meeting, show your visual presentation to your classmates who will act
solutions in as the company’s human resource administrative officers.
solving
different
mathematical
and real-life
problems.
ASSSSSMENT MATRIX
Learning Competencies Corresponding Assessment Activities
Type: Individual Work/ Paper and Pencil Test
Format: Searching for a Pattern
Assessment Criteria: 1) Accurate pattern
A1. Generates patterns. (M10AL-Ia-1)
2) Coordinated and coherent term of the
sequence
3) At least four
Type: Individual Work
Format: Illustrating an Arithmetic Sequence
Assessment Criteria: 1) Accurate definition and
A2. Illustrates an arithmetic sequence. illustration of an
(M10AL-lb-1) arithmetic sequence
2) Prompt and accurate interpretation to the
desired outcome
3) All factors are desired
Type: Individual Work/ Paper and Pencil Test
Format: Generating the terms and its Sum
A3. Determines arithmetic means, nth term
Assessment Criteria: 1) Accurate and sound
of an arithmetic sequence and sum of the
terms of a given arithmetic sequence. inference
ASSESSMENT

2) Appropriate Term and nth term

3) At least four
Type: Individual Work/ Paper and Pencil Test
Format: Identifying and Generating a term
A4. Illustrates a geometric sequence. Assessment Criteria: 1) Accurate and sound
(M10AL-Id-1) inference
2) Appropriate Term and nth term
3) At least four
Type: Individual Work/ Paper and Pencil Test
Format: Mind Mapping
A5. Differentiates a geometric sequence
Assessment Criteria: 1) Accurate details on a Venn Diagram
from an arithmetic sequence. (M10AL-Id-
2) 2) Appropriate match of
the word
3) All factors are desired
Type: Individual Work/ Paper and Pencil Test
A6. Determines geometric means, nth term Format: Problem Solving
of a geometric sequence and sum of the Assessment Criteria: 1) Correct integration and computation
terms of a given finite or infinite geometric 2) Coordinated and coherent flow of the
sequence. steps of the problem solving
3) All factors are desired
A7. Solves problems involving sequences. Type: Individual Work/ Paper and Pencil Test
(M10AL-If-2) Format: Wrap Up Activity
Assessment Criteria: 1) Correct interpretation of the situations
2) Coordinated and coherent flow of
integration of the Core Values

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UNIT PLAN FOR MATHEMATICS 10
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 3) Adherence to the time limit
Type: Individual Work/ Paper and Pencil Test
Format: Processed Questions
M1. Sequences are essential in developing Assessment Criteria: 1) Prompt and accurate answers to the
order and stability problem
2) Logical flow of presentation
3) Adherence to the time limit
M2. Sequences and series can be determined Type: On-demand Performing Task (Differentiated Product)
through generated patterns involving Format: PowerPoint presentation, video presentation or portfolio
mathematical operations. Assessment Criteria:
T1. Provides alternate solutions in solving Type: On-demand Performing Task (Differentiated Product)
different mathematical and real-life Format: PowerPoint presentation, video presentation or portfolio
problems. Assessment Criteria:
Grading Superior Excellent Good Fair
Score
Criteria (10) (8) (6) (4)
Students Student Students Students
demonstrate clear adequately demonstrate a demonstrate
knowledge and demonstrate a limited little or no
Mathematics application of general knowledge and knowledge or
Content mathematics knowledge and application of application of
skills. application of mathematics mathematics
mathematics skills. skills.
skills.
Students use of Students use of Students use Students
mathematical mathematical some didn’t use any
Correct Usage of terminologies is terminologies mathematical mathematical
Mathematical prevalent and used correctly. terminologies is terminologies.
Terminology used correctly. presented, but
not correctly
used.
Students have no Students have Students have Student have
errors when few errors numerous little or no
Problem Solving solving the when solving errors when understanding
problem. problems. solving of the problem
problems. is evidenced.
Students show the Students show Students show Student show
solution the solution the solution that the reader
Visual presentable and presentable in a difficult to is unable to
Presentation easy follow step- logical manner. follow at times. follow the
by-step model. steps take in
the solution.
Students Students Students has a Students
accurately satisfactorily limited inaccurately
Mathematical communicates communicates communication communicates
Communication solutions to solutions to of solutions to solutions to
problem and problem and problem and problems and
concepts. concepts. concepts. solutions.
TOTAL
ASSIGNMENT
What is a sequence?
1
When do we say that a sequence is definite or finite?
How to get the nth term of a sequence?
2
There are set of sequences that the students will try to find its general formula.
3 Reflect on 3-2-1 Framework, write your learnings and challenges in the lesson presented.
DAY 4 Watch videos on arithmetic sequence and enhance it through solving different activities.
5 Try the activities presented in the book.
6 How is geometric sequence different from arithmetic sequence?
7 Reflect and prepare for a problem solving.
8 Prepare for the group performance task. Bring materials and tools for differentiation activity.
9 Prepare for the group oral presentation.

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 Prepared by: Checked by:

MR. JOEBERT A. ALABON MS. REMEDIOS S. VELASCO

Subject Teacher Academic Coordinator

Approved by:

SR. MYRNA S. PINERA, SFIC

Principal, Basic Education Department

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UNIT PLAN FOR MATHEMATICS 10
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