Republic of the Philippines
Department of Education
Region IV-A CALABARZON
CRESDAVILLE ELEMENTARY SCHOOL
Taytay, Rizal
Teacher: Ms. Princess Sarah A. David
DATE: November 18, 2019
TIME: 12:50PM – 1:40PM VI- Quezon
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of sequence in forming rules, expressions
and equations.
B. Performance Standards
The learner is able to apply knowledge of sequence, expressions, and equations in
mathematical problems and real-life situations.
C. Learning Competencies
The Learner formulates the rule in finding the nth term using different strategies
(looking for a pattern, guessing and checking, working backwards)
e.g. 4,7,13,16,…n (the nth term is 3n+1)
M6AL-IIId-7
[Link] Patterns and Algebra
[Link] RESOURCES
A. Reference/s:
1. Teacher’s Guide pages Mathletes 6, pp. 84-86
2. Learner’s Materials Pages: 21st Century Mathletes 6, pp. 200-209;
pp.212-218.
3. Textbook pages: 21sth Century Mathletes 6, pp. 200-203; pp. 214-218
4. Additional Materials from Learning Resource (LR) Portal:
[Link]
B. Other Learning Resources: Mathletes 6 Textbook, powerpoint presentation,
Manila Paper
[Link]
A. Reviewing previous lesson or presenting the new lesson
Drill: Let the pupils guess the next number, letter or figure.
1. 2, 4, 6 …… 3. A, D, G, J …..
2.
Review:
Name the solid form that can be formed by each net.
B. Establishing a purpose for the Lesson
Have the pupils write the next three numbers in the pattern.
C. Presenting Examples / Instances of new lesson
Define the following terms:
Sequence or progression – a set of numbers written in a special order by the
application of a definite rule
Term – each number in a sequence
The four basic operations (Addition, Subtraction, Multiplication and division) are
commonly used in a sequence of numbers. In the Fibonacci numbers above, you
start with the first two numbers. The succeeding numbers are the sum of the
previous two. Therefore, following the pattern, the next three terms in the
sequence are 13, 21 & 34.
When the terms of a sequence increase, it may include addition or
multiplication of a whole number. 1, 2, 3, 5, 8, 13 …
20, 18, 14, 8 … When the terms decrease, it may involve subtraction or
division.
D. Discussing new concepts and practicing new skills #1
We can follow certain pattern, to represent the “nth term” to know the following
terms from the sequence given.
Nth term Rule
1. 3n
Sequence: 12, 24, 36, 48, 60, 72… find the 10th term
2. N2
Sequence: 1, 4, 9, 16, 25 …. Find the 6th term
E. Discussing new concept and practicing new skills #2
F. Developing mastery (Leads to Formative Assessment)
Write the missing terms. State the rule used.
12, 17, 22, ____, 32, ____
____, ____, 67, 70, 73
56, ____, 42, 35, 28, ____
G. Finding practical applications of concepts and skills in daily living
Group Activity: Find the nth term rule for each of the following linear sequences.
1. 7,9,11,13,15,...
2. 2,6,10,14,18,...
3. 3,6,9,12,15,...
4. 2,7,12,17,22,...
5. 12,13,14,15,16,...
6. 5,6,7,8,9,...
H. Making generalizations and abstractions about the lesson
Lead the pupils to give the following generalization by asking:
How do we find / formulate the rules in finding the next term in a sequence?
Answer:
Determine the order of numbers if it is ascending or descending.
Find the difference between the consecutive terms.
To find the rule of the next term, use the difference between terms.
Example:
I. Evaluating Learning
Study each sequence. Give the rule used then give the missing term.
1. 7, 10, 13, 16, ____, ____
2. 3, 10, 17, ____, ____
3. 3, 5, 7, 9, ____, ____
4. 10, 15, 20, 25 ____, _____
5. 2, 7, 12, 17, _____, _____
J. Additional activities for application and remediation
