TEACHING DATE AND TIME March 6, 2019 LEARNING AREA Mathematics

GRADE LEVEL AND SECTION 4A QUARTER 3 Third Quarter

I. OBJECTIVES
A. Content Standards The learner…demonstrates
understanding of concepts of continuous
and repeating patterns and number
sentence.
B. Performance The learner…is able to identify the
Standards missing element in a pattern and number
sentence.
C. Learning The learner…determines the missing
Competencies/Objectiv term/s in a sequence of numbers (e.g.
es Write the LC code odd numbers, even numbers, multiples of
for each a number, factors of a number, etc.)
M4AL-IIIe-5
II. CONTENT PATTERNS AND ALGEBRA TOPIC
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Mathematics Curriculum Guide
August 2016 pp. 124 of 257
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Value Focus

B. Other Learning Resources Web concept chart, worksheets, activity

cards
IV. PROCEDURES Teacher’s Activities Learner’s Activities
A. Reviewing previous lesson
or presenting the new lesson Review

Let the learner attach the concept title at

the center of the web concept chart.
 Odd Numbers

 Even Numbers

 Composite Numbers

 Prime Numbers

So students who will can answer the

concept chart? (Ella) the answer is composite
numbers ma’am.
 (Shane) even number for the
number 2 ma’am

(Jane) odd number ma’am

(Mike) Prime number ma’am

B. Establishing a purpose for

the lesson Motivation

Teacher showing the puzzle pieces of a

flower to the learners. The pieces of
flowers will be given to the pupils to
puzzle the picture.

Let each learners with a piece of puzzle

will paste the pieces on the board.

What picture did the puzzle form? (Learners) Flower ma’am

Teacher says: I will present to you a

situation about flowers.
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
Present the situation.
Jake and his friends pick a flowers. Jake
pick 3 flowers, his four friends Ana,
Merry, troy, and Shane pick some
flowers too. Ana pick 5 flowers, Merry
pick 9 flowers, Troy pick 15 flowers. If
this pattern continuous,
How many flowers will be Shane pick
next?
Let the learners answer first the motive
question.
1. How many flowers did Jake pic
up?
2. What are the given data?
3. How many flowers did Jake and
his friends pick up?
4. How do we know how many
flowers did Shane pick?
3 5 9 15 ?
1 55
5. How can we solve the problem?
Modelling
The teacher shows to the learners the
steps in finding the solution to the given
problem while asking the following
questions.
What number was added to 3 to get 5?
What number was added to 5 to get 9?
What number was added to 9 to get 15?
3 added by 2 = 5
5 added by 4 =9
9 added by 6 = 15
15 added by ? = ?
The answer:
15 added by 8 = 23
Therefore the number sequence used is
Even numbers
Teacher ask:
What is the pattern in the sequence?
What is the missing number?
Teacher presented another problem.
31, 30, 27, 22, 15, ?
 Are the numbers getting bigger or
smaller?
 If the number getting smaller, what
mathematical operation is being
used?
 What number was subtracted from
31 to get 30?
 What number was being
 subtracted from 30 to get 27?
 What number was being
subtracted from 27 to get 22?
 What number was being
subtracted from 22 to get 15?
 What is the missing term?

The answer:

31, 30, 27, 22, 15, 6

-1 -3 -5 -7
Therefore the number sequence used is
Odd numbers

E. Discussing new concepts

and practicing new skills #2 Group Activity:

Group the learners into

Distribute the worksheet activity

Task:
Group 1
Complete the sequence using the
composite numbers

7, 11, 17, ?, 35, 47, ?, ?

Group 2
Use the Odd numbers

56, 55, 52, 47, ? 31, 20,?

F. Developing mastery (Leads Complete the table

to Formative Assessment 3) Study the sequence in each item. Find
the pattern rule then write the missing
term.

Number sequence Missing term

3, 4, 7, 12, ?
36, 34, ? 30, 28
5, 8, 13, 21, 34, ?

G. Finding practical Read the word problem. Solve for the

applications of concepts and answer.
skills in daily living

Kenneth’s mother give him 60 pesos a

day. He started his savings with 20
pesos. On Tuesday he had 40 pesos. On
Wednesday he had 60 pesos. With this
pattern of saving money, how much will
be his saving on the fifth day?
 Call a pupil to show his or her
solution on the board. If wrong call
another to solve.

H. Making generalizations and How do we determine the missing terms

abstractions about the lesson in a sequence of numbers?

I. Evaluating Learning
Teacher: We determine the missing terms (Learners) it can define by the
in a sequence of numbers by finding a help of pattern rules
pattern rule behind the sequence.
Direction: Define the number sequence
and write the pattern rule where it belong.

Number sequence Pattern rule

1,3,5,7,9,11,13,15
2,4,6,8,10,12,14
4,6,8,9,10,12,14

J. Additional activities
for application or Remediation
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these 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?

Demonstration Teacher:
Prof. MARK JHON A. BALLEZA

Prepared by: MIKKA A. LOBATON