Republic of the Philippines

Isabela State University

Cauayan City, Isabela
College of Education

LESSON PLAN IN MATHEMATICS

MATHEMATICS GRADE II
PATTERNS
By Angelica Taguinod, Edgar Deculing & Angela Dela Cruz
I. OBJECTIVES
A. Content Standard The learners should demonstrate an understanding of continuous patterns using two attributes and
mathematical sentences involving multiplication and division of whole numbers using 2, 3, 4, 5, and
10 only
B. Performance The learners should be able to apply knowledge of continuous patterns using two attributes and
Standard number sentences involving multiplication and division using 2, 3, 4, 5, and 10 only in various
situations.
C. Learning The learners determine the missing term/s in a given continuous pattern using two attributes (any
Competency two of the following: figures, numbers, colors, sizes, orientations, etc.)
D. Lesson Objectives At the end of the lesson, the learners will able to:
A. Cognitive: Determines the missing term/s in a given continuous pattern,
B. Psychomotor: Creates a pattern or sequence of shapes; and
C. Affective: Appreciate the importance of learning about patterns.
II. SUBJECT MATTER
A. Topic Identify Simple Repeating Patterns
B. Mathematics Ideas A pattern is a regularity in the world, a human-made design, or an abstract idea. As such, the
elements of a pattern repeat in a predictable manner. A geometric pattern is a kind of pattern formed
of geometric shapes and typically repeated like a wallpaper design. Any of the senses may directly
observe patterns.
C. Processes Visualization, Cooperative Learning, Differentiation Heads Together, Games, Explicit Teaching
D. Value Focus Caring, responsible, and cooperation
E. Materials Cut out of different shapes, pocket charts, different shapes, and strips with names, long and short
sticks
F. References K to 12 Curriculum Guide in Mathematics 2, 2016, p. 58 Mathematics Teacher’s Guide pp 311-321
Mathematics Learner’s Material pp 220-228
III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
Classroom
Management:
a. Opening prayer “I would like to request Ms. Nicole to please lead the prayer.” “Heavenly Father, Almighty
God and creator of all
things…. Amen.”
b. Greetings
“Good morning, class!”
“Good morning, Teacher
Edgar! Good morning,
classmates!”
“Okay. You may now take your seats.”

c. Checking of “Thank you, Teacher.”

attendance: “Leaders in each row, kindly check your members if there’s
anyone absent today.”
(Leaders will list the names of
absences and give them to the
teacher.)
A. Review “What was our topic again yesterday, Michael?”

“Our topic yesterday was

about patterns.”

“Good job! I have here different cutouts of shapes and strips

containing the names of these shapes. Cherry, can you recall and
identify its corresponding shapes or vice versa?”

They are circles, squares,

triangles, and rectangles.
 “Very good! Now, using the pocket chart, come in front and The given is triangle, square,
identify and complete the pattern, Jerick?” circle, and rectangle.
Therefore, the answer to the
missing pattern should be a
triangle and a rectangle.

“Very well! What about you, Sharmaine? Complete the following The answer is a hexagon and
pattern.” a triangle, Teacher Edgar.

“To further challenge your understanding regarding patterns, I Even numbers pattern—2, 4,
want you to give me an example of a pattern. Mika?” 6, 8, 10…

“Another one, Willa.” Fibonacci numbers pattern—

1, 1, 2, 3, 5, 8…

“Excellent. One more, Red.” Odd numbers pattern—3, 5, 7,

9…

“Alright! All your answers are correct! You really did understand
what a pattern is. Let’s give ourselves a round of applause.”

B. Motivation “To be able to understand more about patterns, today we will be Yes, Teacher Edgar!
having a field trip! Are you guys excited?”

“Alright. We are going outside and all you have to do is look for
the objects/things around the school/campus/classroom that
represent shapes. Write on a piece of paper the shapes and where
you can find them. You can write as many as you can in 15
minutes.”

“But before we go outside, we must remember to behave and keep Yes, Teacher Edgar.
in order. Do you understand?”

“Now that 15 minutes is done, let us all go back inside the

classroom and see what you all have written.”

“Did you enjoy our field trip?” Yes, teacher!

“What are the objects you found outside?”

“Diane?” I found a rock that is shaped

like an oval, a piece of square
plastic, and a rectangular
scrap of paper.

“Wow! That’s quite a lot. What about you, Rodgie?” I found a triangular-shaped
puddle and a circular tire.

“Great job! And you, Pauleen?” A circular ring, a heart-shaped

leaf, and a circular ball.
 “Very good! You all did very well with our field trip. Now, I want
you to sit down properly as we will now officially begin our lesson
for today.”
C. Presentation “Today we will discuss different kinds of patterns. Patterns are
shapes, numbers, size, and color orientation that repeat in a
systematic way, but we will focus first on lines, shapes, and
numbers.”

“Do you see what I have in my hands?” “Yes, teacher. Sticks and
cutout shapes.”

“That’s right. In each row, I will distribute different cutouts/shapes,

short and long sticks to represent lines and numbers (circle,
triangle, rectangle, square and other shapes).”

“With it, I want you to create your own cutouts/shapes with

different shapes.”

“On the board, I will draw the shapes several times in a particular Yes, Teacher Ae.
order to create a pattern. Understood?”

A B A B A B

“Class, this is a pattern. This is also called the AB sequence. Can A rectangle and a circle!
you tell me what is being repeated?”

“That’s right. I am making a pattern of rectangle, circle, rectangle,

circle, rectangle, circle over and over.”

A B C A B C

“This is an ABC sequence. What is being repeated in the pattern?” Circle, triangle, square, circle,
triangle, square.

A B B A B B

“This is an ABB sequence. What is being repeated in the pattern?” One, two, three, one, two,
three.
1 1 2 1 1 2
A A B A A B

“This is an AAB sequence using numbers. What is being repeated One, one, two, one, one, two.
in the pattern?”

1 2 3 4 5
+1 +1 +1 +1

“This is also a pattern. What do you notice in this repeated It is constantly adding one to
pattern?” the preceding number.

“That right. This is an example of a growing pattern – a pattern in

which successive elements grow according to a rule.”

1 4 7 10
+3 +3 +3

“This is a pattern. What is being repeated in the pattern?” The rule is constantly adding
three to the preceding number.
 10 8 6 4 2
-2 -2 -2 -2

“This is also a pattern. What is being repeated in the pattern?” The rule is constantly
subtracting two from the
preceding number.

“Wow! It seemed to me that you really understood our topic. Then,

it’s time to test what you have learned.”
D. Activity Proper “With the cutouts, I handed you earlier, I want you to determine
the missing term on the given patterns on the board and complete
it. Each row will choose one representative at a time to paste their
answer.”

2 6 10 4, 8
10 4 7, 1
E. Post- “You did great with your activity, class. According to our lesson, Shapes, numbers, sizes, and
activity/Discussion patterns have different kinds of patterns. What are those, Joana?” color orientations repeat in a
systematic way, but we will
focus first on lines, shapes,
and numbers.

“From the example earlier, since the pattern is rectangle, circle,

rectangle, circle, rectangle, circle or AB sequence, then the next
shape is therefore rectangle. That’s how the pattern works.”

“Now, can you create/draw/extend the pattern to two or more

numbers/figures/lines?”

“The first one is the ABC sequence. Ruth, can you draw it on the
board?”

“What about ABBABB, Gilmar?”

“What about the ABC sequence using numbers, Dia?”

1 2 3 4 5
“Last but not least, Emcel, can you give us an example of a
number sequence that’s rule is constantly subtracting two from the
preceding number?”
10 8 6 4 2
F. Generalization “Now, let’s see if you listened and understood our lesson well.”

“Tell me if it’s a pattern or not a pattern.”

 Pattern
“12345.”
Pattern
“ABCCBA.”
Pattern
“Blackboard.”

“Tiles.” Pattern

Patterns are lines, shapes,

“So, what is a pattern?” numbers, colors sizes, and
orientations that repeat in a
systematic way.

“What is a repeated pattern?” Repeating patterns are

patterns where a group of
elements repeats themselves
as the pattern extends.

“How do we form patterns?”

The starting point of any
pattern is the single element
that will be repeated.

“When do we say that objects follow a pattern?” When a group of shapes is

repeated, the pattern or
sequence is known as a shape
pattern.
G. Application Identify the pattern used. Extend and draw to complete the pattern.

IV. EVALUATION
Identify the next shape to be used in the given patterns to complete
them. Draw the shapes in the space provided:
V. ASSIGNMENT/ REFLECTION
Draw the following shape in the notebook to complete the pattern.