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CATCH-UP FRIDAYS

Lesson Script in
Mathematics
Quarter 1 Week 3
Catch-Up Fridays
Lesson Script in Mathematics
Quarter 1: Week 3
SY 2024-2025

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DEVELOPMENT TEAM

WRITER

JOY C. ALTIYEN
Master Teacher I

EVALUATORS

EDITHA L. LAOP MIGUEL XERXES R. VILLACRUCIS, MACT

Head Teacher VI Associate Professor

MANAGEMENT TEAM

WILFRED C. BAGSAO, PhD

Regional Education Program Supervisor-Mathematics

JENNIFER P. ANDE, PhD

CES, Curriculum and Learning Management Division

RONALD B. CASTILLO, CESO V

Director III/Assistant Regional Director

ESTELA P. LEON-CARIÑO EdD, CESO III

Director IV/Regional Director
 LESSON SCRIPT IN MATHEMATICS 10

Week 3 Day 5 Date:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
The learners demonstrate understanding of key concepts of sequences.
Standard
B. Performance The learners are able to formulate and solve problems involving sequences in
Standard different disciplines through appropriate and accurate representations.
C. Learning The learners illustrate a geometric sequence and determines the nth term of a
Competency geometric sequence.

During the discussion, learners are expected to:

1. compute the nth term and the common ratio of a geometric sequence.
D. Learning 2. apply geometric sequence in analyzing and evaluating real-life situations
Objectives such as spread of diseases and fake news.
3. write a reflection about a personal experience that is related to the given
real-life situation.
II. CONTENT
Subject Matter Geometric Sequence (Enrichment Activity)
Areas for
Reading, Health, Peace and Values Education
Integration
Quarterly:
Health Education: Disease Prevention and Control
Peace and Values Education: Accountability
Theme
Sub-theme:
Health Education: Role of communities and governments in disease prevention
Peace and Values Education: Public Order and Safety / Human Rights

Geometric Sequences have many applications in real life such as spread

of infectious diseases because of their predictable growth patterns. This
mathematical approach aids in making informed decisions and implementing
Key Concepts/ effective health strategies for disease prevention or control.
Skills for The spread of infectious diseases also poses significant challenges not
Integration only to public health but also to public order and safety, as well as human rights.
Widespread panic and fear among the public, potentially results in irrational
behaviors and social unrest. The surge in cases may strain healthcare systems,
leading to challenges in providing adequate care for all individuals.

III. LEARNING RESOURCES

World Class Schools. "Using A-Level Maths to Model the Spread of an
Infectious Disease." 2021. Accessed July 3, 2024.
https://www.worldclass-schools.org/wp-content/uploads/2021/03/Using-A-
Level-Maths-to-Model-the-Spread-of-an-Infectious-Disease.pdf
A. References

YouTube. n.d. Accessed July 3, 2024.

https://www.youtube.com/watch?v=Vd4q1jwA8HU&ab_channel=MathusayMa
thTutorial.
B. Other
Learning worksheets, printed copies of the reading material, sticky notes
Resources

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 LESSON SCRIPT IN MATHEMATICS 10

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Teacher: Good morning/afternoon, class!

Prior For the past days, you have learned what Geometric Sequences are. May
Knowledge we have someone define Geometric Sequence in their own words?
(6 minutes)
Learner:
A Geometric Sequence is a list of numbers in which the next number is
determined by multiplying the preceding number by a constant known as the
common ratio.

Teacher: Very good! How about the formula in determining the 𝑛𝑡ℎ term of a
geometric sequence?

Learner: The formula to determine the 𝑛𝑡ℎ term of a geometric sequence is

𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1 .

Teacher: That’s correct! Now, let’s see if you really mastered how to determine
the 𝑛𝑡ℎ term and the common ratio of a geometric sequence by answering
this activity: CROSS-NUMBER PUZZLE. (see Annex A)

Answer as many and as accurate as you can within 3 minutes only. The top
10 highest scorers will be given additional points.

(Distribute the worksheets, folded. Everybody must open it simultaneously.)

After 3 minutes…
Time is up! Everybody, stop writing, and give your paper to your seatmate.
I will dictate the answers. Checkers, please write the correct answers
beside the wrong ones.

(After checking, congratulate the top 10 highest scorers and encourage those
who are not. Explain and rectify errors if needed.)

Lesson Teacher: Now that you already acquired the skills in solving geometric
Purpose/ sequences, let us relate this into real context. I want you to present a 2-
Intention minute role play called “The Outbreak Simulation Game”. You will simulate
(5 minutes) the spread of an infectious disease in a classroom setting, illustrating the
concepts of epidemiology through geometric progression or sequence.

(Choose 1 learner to initially be “infected”. You may put a sticky note on

his/her head with the tag “Carrier of an infectious disease” or “COVID-19
carrier”, etc. Explain that all learners in the room are part of the
community/population and emphasize that they must follow a geometric
progression or sequence in their simulation. Give them a minute to prepare.)

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 LESSON SCRIPT IN MATHEMATICS 10

Alright, let’s see how a disease spreads through your “Outbreak Simulation
Game”. Your 2 minutes starts now.

After 2 minutes…
Thank you, all, for that amazing presentation!
(If they did not present a geometric/exponential pattern in their simulation,
give corrections and explain why.)

Now, let’s continue our journey in relating geometric sequence with real-life
situations like the one you simulated.

Lesson Teacher: From what you have presented, how will you define the following
Language terms?
Practice
(3 minutes) 1. Infectious Diseases
Possible Learner’s Response:
- These are illnesses that spread from person to person, insect bites,
contaminated food or environmental exposure.

2. Exponential Growth
Possible Learner’s Response:
- Fast growth or increase in number
- An outbreak / Epidemic
- A rapid increase in quantity that occurs at the same rate over time.
- It is like a snowball effect where something keeps getting bigger and
faster as it rolls downhill.

Take note that a geometric sequence exhibits exponential growth, as well

as its opposite - exponential decay, in a discrete context where each term
is multiplied by the same factor to generate subsequent terms. However,
in this lesson, we will focus more on the exponential growth phenomena.

Another term we will encounter in today’s topic is “Fake News”. In your

own words, what is “fake news”?
Possible Learner’s Response:
- false/erroneous/fraudulent material presented as news, frequently
disseminated on purpose to trick or influence the public.

Spreading fake news can also exhibit patterns that resemble a geometric
progression or geometric sequence.

During/Lesson Proper

Reading the
Teacher: Now, you are going to read a text then answer few questions
Key
afterwards. (see Annex C)
Idea/Stem
(4 minutes)
(Distribute the copy of the text and give learners enough time to read it.)

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 LESSON SCRIPT IN MATHEMATICS 10

Illustration

(Emphasize key words from the article such as 𝑅0 , susceptible, and

A-Level/advanced level.)

Developing Teacher: Let’s check your understanding about the text you have read. Please
Understandin raise your hand if you can answer these questions.
g of the Key
Idea/Stem 1. What is the text all about?
(8 minutes)
Learner: The text provides an explanation of the Basic Reproduction Number,
𝑅0 , in the context of infectious diseases. One infected person will, on

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 LESSON SCRIPT IN MATHEMATICS 10

average, infect three other people. Each of those three will, in turn, infect
three more, illustrating exponential growth in the number of infections.

2. Can this be an example of a geometric sequence/progression?

Why/Why not?

Learner: Yes, it can be an example of a geometric sequence because each

term is obtained by multiplying the previous term by a common ratio.

3. If this is a geometric sequence, then what is the common ratio? first term?

Learner: common ratio (𝑟) = 3 ; first term (𝑎1 ) = 1

4. Determine the first five terms of this geometric progression.

Learner: 1, 3, 9, 27, 81

5. How many new cases will there be after 8 progressions?

Learner: Using the formula, 𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1

𝑎8 = (1)(3)8−1
𝑎8 = 2,187 new cases

6. How many new cases will there be after 𝒏 progressions?

Learner: Based on the formula, 𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1

𝑎𝑛 = (1)(3)𝑛−1
𝑎𝑛 = 3𝑛−1 new cases

7. After how many progressions will the number of new cases be 729?

Learner: Multiply by the rate (3) to find each subsequent number

of new cases.
1 (1st)
1 × 3 = 3 (2nd) 81 × 3 = 243 (6th)
3 × 3 = 9 (3rd) 243 × 3 = 729 (7th)
9 × 3 = 27 (4th) Hence, there are 7 progressions.
27 × 3 = 81 (5 )th

8. Suppose the infectious disease has 𝑅0 = 6, how many new cases will there
be after 10 progressions?

Learner: Using the formula, 𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1

𝑎10 = (1)(6)10−1
𝑎10 = 10,077,696 new cases

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 LESSON SCRIPT IN MATHEMATICS 10

Deepening Teacher: I will divide the class into groups of 5 or 6 and your task, as a group,
Understandin is to reflect about the scenario from question number 8 and answer the
g of the Key questions presented. After 5 minutes, we will have volunteers to share
Idea/Stem briefly the result of their discussions to everyone.
(9 minutes) (Roam around and entertain queries or give guidance to each group.)

1. What can you say about the number of new cases recorded?
Possible Learner’s Response:
- The infectious disease was spreading quickly. In just ten progressions,
there were already more than ten million new cases reported.

2. What significant implications could such cases have on a community for

the health, safety, and values (specifically on human rights) of the public?
(You may explain this question further if needed.)

a. Public Health
Possible Learner’s Response:
- A rapid increase of infectious disease cases can lead to higher rates
of illness and death. Overcrowding in hospitals can lead to shortages
of beds, medical supplies, and healthcare professionals. Anxiety and
stress levels might rise due to worries about the future, losing loved
ones, and contracting an infection (mental health).

b. Public Order and Safety

Possible Learner’s Response:
- The public may experience widespread panic and terror as a result of
a disease's rapid spread, which may cause irrational conduct and
societal unrest. Public’s discontent with the government’s response,
healthcare measures, or the effects on the economy may lead to
protests and, in worst situations, riots.

c. Values (Human Rights)

(Mention specific human rights as options.)
Possible Learner’s Response:
- Right to Health: The increase in cases may put strain on the
healthcare system, making it more difficult to provide each patient
with the care they need.
- Freedom of Movement: Certain measures, such as lockdowns,
quarantines, and travel bans, can restrict people's freedom of
movement.
- Right to Work and Livelihood: There may be employment losses and
financial difficulties because of outbreak control measures including
business closures and restrictions on economic activities.

3. If you are a member of that community, how will you intervene to help
mitigate the spread and support those affected?

a. On Public Health
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 LESSON SCRIPT IN MATHEMATICS 10

Possible Learner’s Response:

- Obey public health recommendations by wearing masks, keeping social
distance, and washing your hands often.
- Promote vaccinations: To boost immunity within the community and
stop the spread of disease, support vaccination campaigns and take
part in them yourself.

b. On Public Order and Safety

Possible Learner’s Response:
- Assist in monitoring public areas to make sure health regulations are
being followed and report any problems to the appropriate authorities.
- Actively dispel rumors and false information that could incite fear and
encourage people to act dangerously.
- Plan training sessions and educational programs to increase
community awareness and preparedness for managing infectious
diseases.

c. On Values (Human Rights)

Possible Learner’s Response:
- Right to Health: Promote equal access to healthcare, immunizations,
and testing for all people, irrespective of their financial situation.
- Freedom of Movement: To preserve social interaction, promote safe
substitutes for physical gatherings, including online conferences.
- Right to Work and Livelihood: Encourage the implementation of
financial aid programs for individuals affected by the pandemic,
including food assistance, housing security, and unemployment
compensation.

Teacher: Time is up! Now, may we have volunteers to share briefly the results
of their discussions to the class. You may stand and share where you are.

After few minutes of sharing…

Great job, everyone! I'm truly impressed by your responses.

After/Post-Lesson Proper

Making Teacher: Aside from its application on spread of diseases, can you enumerate
Generalizatio other real-life situations where we can apply geometric sequences?
ns and
Abstractions Possible Learner’s Response:
(2 minutes) - spread of fake news, compound interest, inflation, population increase,
bacterial growth, depreciation of assets (ex. laptop, car, etc.),

Teacher: Great answers, class! As you have learned, geometric sequences can
be applied in various real-life situations where growth or decay occurs at a
constant multiplicative rate. They can provide a simple yet powerful
framework for understanding and predicting growth patterns over time,
making them valuable tools in various scientific, economic, and educational
contexts.
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 LESSON SCRIPT IN MATHEMATICS 10

Teacher: For your final activity, please answer the worksheet about geometric
sequence and its application on the spread of fake news.

(Distribute the worksheets. See Annex D.)

Evaluating
Learning
(8 minutes)

Remarks
Reflection

*NOTE: THIS LESSON SCRIPT IS JUST A GUIDE. PLEASE MAKE NECESSARY

ADJUSTMENTS ACCORDING TO THE PACING OF THE LEARNERS.

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 LESSON SCRIPT IN MATHEMATICS 10
ANNEX A

NAME: DATE:
SECTION: SCORE:

DIRECTIONS: Answer the questions below to complete the cross-number puzzle.

You may use a calculator.
Note: Each box contains one digit or a negative sign.

4 5

6 7

ACROSS
1. What is the common ratio in the sequence 5, 75, 1125, … ?
3. Find the first term of a geometric sequence given 𝑎15 = 180,224 and 𝑟 = 2.
4. Find the 7th term of the sequence: 2, 10, 50, 250, …
5. What is r in the sequence 1, −4, 16, −64, … ?
6. What term fits on the blank in the sequence −7, 21, ______ ,189 … ?
7. Find r given the sequence: 2, −26, 338, −4394, …
8. What is the 12th term in the sequence 7, 21, 63, 189, … ?

DOWN
1. In the sequence 1, 3, 9, . . . , what is the 10th term?
2. Find the 5th term of a geometric sequence given 𝑎2 = 5.01 and 𝑟 = 10.
3. Find the 9th term of the geometric sequence: 𝑎𝑛 = −3(−2)𝑛
5. If the common ratio of a sequence is –3 and the first term is 3, then the fourth term is ___.
6. Find the 7th term of the geometric sequence having 𝑎1 = −2 and 𝑟 = 4.
7. What is the next term in the sequence 4, −12, 36, . .. ?

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 LESSON SCRIPT IN MATHEMATICS 10
ANNEX B

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 LESSON SCRIPT IN MATHEMATICS 10

ANNEX C

TEXT FOR READING

Using A Level Maths to Model the Spread of an Infectious Disease

by: A. Simpson

An infectious disease has a Basic Reproduction number, 𝑅0 ,

(pronounced "R naught" or "R zero"). 𝑅0 represents the average
number of people that will catch the disease from an infectious
person in a completely susceptible population. In simpler terms, it
indicates how contagious an infectious disease is.

The 𝑅0 value may change for an infectious disease because it

depends on the interaction between those who are infected and
those who are susceptible.

If 𝑅0 > 1 an epidemic will occur and if 𝑅0 < 1 the infectious disease

will die out.

Initially, the whole population, P, is susceptible to an infectious

disease. The population is considered to be a constant value. An
infected individual is immediately infectious.

Consider a reproduction rate, 𝑅0 = 3. When 1 infected person enters

a population, they will infect 3 others. Each of the newly infected
individuals will infect 3 others.

Illustration

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 LESSON SCRIPT IN MATHEMATICS 10
ANNEX D
NAME: DATE:
SECTION: Catch-Up Friday Worksheet

In today's interconnected world,

misinformation spreads faster than ever
SCENARIO SETUP:
before, often facilitated by social media
Imagine a fabricated news story about a
platforms and instant messaging apps.
Let's explore a hypothetical scenario where celebrity scandal that starts circulating
a piece of fake news spreads exponentially among a small group of 5 individuals. Each
over several rounds of sharing.
person who receives the news shares it with
3 new contacts who haven't heard it yet. This
pattern continues daily.

Answer the following questions based on the scenario given. Show your solutions for items 3 and 4.

1. Determine the common ratio and the first term. ______________________________________________

2. What are the first 5 terms of the geometric sequence? ________________________________________
3. How many new recipients will there be after 8 progressions? _________________________

4. After how many progressions will the number of new recipients be 1,215? ___________

5. Reflect on a time when you believed in fake news OR when you started sharing fake news. What did you
learn from that experience? As a member of a community, how can you intervene to reduce the spread
of misinformation?

My Reflection

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________________________.

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ANNEX E

ANSWER KEY
(Worksheet on “Geometric Sequences on Fake News”)

1. common ratio - 3
first term – 5

2. 5, 15, 45, 135, 405

3. 𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1

𝑎8 = (5)(3)8−1

𝑎8 = 10 935 new recipients

4. Multiply by the rate (3) to find each subsequent number of new cases.

5 (1st)

5 × 3 = 15 (2nd)

15 × 3 = 45 (3rd)

45 × 3 = 135 (4th)

135 × 3 = 405 (5th)

405 × 3 = 1 215 (6th)

Hence, there are 6 progressions.

5. Answers may vary.

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