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    3 views5 pages

    Kam Q1day4

    Uploaded by

    Tintin Morjia

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 5

    Republic of the Philippines

    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF QUEZON
    QUEZON NATIONAL HIGH SCHOOL
    M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

    School Quezon National High School Grade Level 10


    Teacher Kristine Joy A. Morjia Learning Area Mathematics
    Teaching Date July 29, 2024 – August 2, 2024 Quarter First
    Mayapis: 1:15-2:15(M-T;Th-F) CLB304
    Lipote: 2:15-3:15 (M-W;F) CLB401
    DAILY Teaching Apitong: 3:30-4:30(M-W;F) CLB404 No. of Days 1
    LESSON Time Nipa: 4:30-5:30 (M-Th) CLB306
    LOG Yakal: 5:30-6:30 (M-Th) CLB403

    I. OBJECTIVES
    A. Content Standards demonstrates understanding of key concepts of sequences,
    polynomials and polynomial equations.
    B. Performance Standards is able to formulate and solve problems involving sequences,
    polynomials and polynomial equations in different disciplines
    through appropriate and accurate representations.
    C. Most Essential
    Learning Competencies The learner generates patterns. (M10AL-Ia-1)
    (MELC)
    D. Enabling Competencies/
    Objectives

    II. CONTENT

    III. LEARNING RESOURCES

    A. References Grade 10 Learners Materials LM Unit 1


    a. Teacher’s Guide Pages pp. 15
    b. Learner’s Material Pages pp. 9-11
    c. Textbook Pages
    d. Additional Materials from
    Learning Resources
    B. List of Learning Resources for
    Development and Engagement
    Activities
    IV. PROCEDURES
    A. Reviewing previous lesson or The learners will answer the given question:
    presenting the new lesson “How are patterns/sequences used to model and solve some
    mathematical ideas and real-life situations?”

    The learners will realize that recognizing and extending patterns are
    B. Establishing a purpose for the
    important skills needed to understand the concepts of arithmetic
    lesson
    sequences.
    C. Presenting examples/instances of The learner will answer Activity 1 on LM p. 9-10
    new lesson
    Republic of the Philippines
    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF QUEZON
    QUEZON NATIONAL HIGH SCHOOL
    M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

    Were you able to find patterns and get the next number in the
    sequence?
    D. Discussing new concepts and
    practicing new skills #1
    Republic of the Philippines
    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF QUEZON
    QUEZON NATIONAL HIGH SCHOOL
    M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

    E. Discussing new concepts and


    practicing new skills #2

    F. Developing mastery (Leads to Activity 2: Pattern It Up!


    Formative Assessment) Directions: Find the next two terms of each sequence.
    1. 1, 4, 7, 10, … __________________

    2. 5, 2,8, 3, … _________________

    3. 4, 8, 16, 32, … _________________

    4.
    Republic of the Philippines
    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF QUEZON
    QUEZON NATIONAL HIGH SCHOOL
    M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

    5.

    G. Finding practical applications of From patterns/sequences, can you state other real-life things where
    concepts and skills in daily living the concept/lesson is applied?

    H. Making generalization and To summarize/generalize the lesson, the learner will state by
    abstractions about the lesson answering the question:
    What is a sequence/number sequence?
    What is a finite/infinite sequence?
    I. Evaluating learning The learners will answer Activity 3
    Directions: Find the next two terms of each sequence.

    1. 4, 1, 4, 1, … __________________
    2. 0, 2, 8, 18, … __________________

    3.

    4.

    5.

    J. Additional activities for application


    and remediation
    V. REMARKS
    VI. REFLECTIONS
    A. No. of learners who earned Mayapis
    80% on the formative Lipote
    assessment Apitong
    Nipa
    Yakal
    B. No. of learners who require Mayapis
    additional activities for Lipote
    remediation who scored below Apitong
    80% Nipa
    Yakal
    C. Did the remedial lessons Mayapis
    work? No. of learners who Lipote
    have caught up with the Apitong
    lesson Nipa
    Yakal
    D. No. of learners who continue Mayapis
    to require remediation Lipote
    Apitong
    Nipa
    Yakal
    Republic of the Philippines
    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF QUEZON
    QUEZON NATIONAL HIGH SCHOOL
    M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

    E. Which of my teaching
    strategies worked well? Why
    did this 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:

    KRISTINE JOY A. MORJIA


    Secondary School Teacher III

    Checked by: Noted by:

    MILDRED R. CUETO REMEDIOS M. CABUNGCAL


    Master Teacher II SSHT VI – Mathematics

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