Beruflich Dokumente
Kultur Dokumente
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 B1 – B3. For arithmetic The importance of
SEQUENCE After group work, each sequences being attentive
B1. Defines, group will be asked to during classroom
illustrates,and present their work to the 1. Class Activity discussion
graph an arithmetic whole class. The other Provide the class a
sequence. groups will assess the karaoke lesson. Post
presentation. Provide Peer the lyrics on the board
B2. Determines Assessment Rubric for the and play the song “12
arithmetic means students. days of Christmas” M10AL – Ib – c -
and nth of an Use the song as a 1
arithmetic A1 – G2. Math Journals springboard to the
sequence. Encourage the students to lesson on sequences.
create a paragraph
B3. Solve problems composition about
involving arithmetic sequences and series. Read 2. Classroom Discussion
sequence. their journals after class to Discuss examples 1 –
determine what they have 6 on pages 17 – 22.
learned about the day’s
lesson on sequences and Show how to graph
series. an arithmetic
sequence.
A1 – G2. Class Discussion
Encourage students Explain the meaning
participation in the of arithmetic means.
discussion through
recitation.
3. Individual work
Assess the students’ Seatwork some of the
understanding of the lesson Odd numbered
by listening carefully to their exercise on Mental
responses. Exercise 1.2
4. Result of Quizzes.
5. Periodic Test
D. Geometric The learner… D1 – D4. For Geomettric
Sequences D1. Defines, illustrates, Sequences Show a photo of
M10AL – Id – 1
and graphs a Shewanella
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 – Id – 2
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 – Id – 3
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 - 1
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.
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 – Ie – 2
E1. Finds the sum of a
given finite or 1. Classroom Discussion
infinite geometric Discuss the solution
sequences. of the following M10AL – If – 2
problem:
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?
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
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
Sequence G1. Define and illustrates 1. Review of
harmonic sequence. arithmetic
sequence.
G2. Give examples of
2. Classroom
harmonic sequence.
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
6. Seatwork
H1 – M1 Peer Assessment Have them answer
Ask the students to independently Written
exchange papers. Allow Math A11 – 20 on exercise
them to check each other’s 2.1 on page 90 – 91.
work.
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.
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 I1. Proves and applies polynomials and polynomial Sustain students during classroom
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 – Ig – 2
the Factor Theorem and Exercises. digit number is divided
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.
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