Unit plan in Math 10

July 22-26, 2024

TOPIC: Generating patterns
Explore

Introduction

CONTENT STANDARD: Look around and see if you can spot any patterns in
The learner demonstrates your surroundings. You may begin with your the
understanding of key concepts of plants. What are your observations regarding the
sequences, polynomials, and flowers' leaves and petals, if any? Are there any
polynomial equations. patterns? What about your chair, trees buildings,
rooms, books? Are there any clear patterns in the
designs? As a teenager, I know you enjoy music. Do
you appreciate the beat, melody, rhymes, and
rhythm when you sing along to your favorite song,
whether it's K-pop, pop-rock, reggae, jazz, or
anything else? These elements exhibit patterns, don't
they? That is why, when you appreciate a song or
music, it is easy to recall since, in addition to the
wonderful mood it creates, the song has a clear
rhythm. Patterns are everywhere and extremely
useful. Recognizing and extending patterns are
crucial abilities for learning mathematical ideas,
particularly sequences. In this session, you will be
working with patterns. To forecast what element or
term will appear next in a sequence of items or
numbers, you must first recognize the pattern.

Pre-activities/pre-test

Each item below shows a pattern. Answer the given

questions.

1. What is the next shape?

______
2. What is the next number? What is the 10th
number?
0,3,6,9,12,15,
3. What is the next number? What is the 8th number?
9, 4, -1, -6, -11
4. What is the next number? What is the 12th
number?
1,3,9,27,81
5. What is the next number? What is is the 7th
number?
160,80,40,20,10

Essential Question/s:
1. How can we identify and leverage patterns to
solve complex problems effectively?
 2. How do patterns influence decision-making and
problem-solving processes
FIRM-UP
The goal of this section is to help students acquire
key concepts related to generating patterns. These
concepts will later be used to solve a variety of real-
life problems.

Study this situation:

To help protect her family, Jodi is planning to buy a

set of face shields for the members of her family.
She has 10 days to save some of the money she
earns from her online selling before she can buy the
face shields. She saved Php25 on the first day,
Php30 on the 2nd day, then 35 on the 3rd day. If this
trend continues, how much does she save on the
10th day? Before we answer the question above, let
us list the amounts that Jodi saves in a day up to the
5th day:

Day 1 2 3 4 5
Amount in pesos 25 30 35 40 45

Questions:
1. What do you notice about the numbers in the 2nd
row?
2. How do you find the amount for the 3rd day? 4th
day? 5th day?
The numbers in the second row form a pattern. The
numbers constantly increase by
5. To find the amount for the third to fifth days we
just add 5 to the previous amount.

What comes next?

1.
______
2. 5, 8, 11, 14, _______

Were you able to get the next number or figure?

LC1 – A1:
generate and describe pattern Each set of figures and numbers above are called
sequences and each figure or number is called a
Learning Target(s) term.
I can generate and describe pattern
In number 1 it starts with rectangle followed by
triangle then two stars. Then followed again by
triangle and two stars so the the next shape should
be rectangle.
 In number 2, the 1st number 5 plus 3 gives 8 (2nd
term), then 8 plus 3 is 11 (3rd term), 11 plus 3 is 14
(4th term). Thus, the next term is 14 + 3 or 17.

Let us go basic in generating patterns of numbers

using the set of natural or counting numbers up to
20.
N=
{1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20}
Pattern 1. The set O of odd numbers from N.
O = {1,3,5,7,9,11,13,15,17,19}
Pattern 2. The set E of even numbers from N.
E= {2,4,6,8,10,12,14,16,18}
Pattern 3. The set P of prime numbers from N.
 Students will identify the prime numbers
from N.
Pattern 4. The set S of multiples of 6 from N.
 Students will identify all numbers from N
which is multiple by 6.

Quick check 1.1

 Students will use the given set N to create
three or more patterns. Name them as
follows:
a. Pattern 5
b. Pattern 6
c. Pattern 7
Example Answer
 Pattern 8: The set M of multiples of 4 from
N.
M = {4,8,12,16,20}

Example 1.1 page 3

Pattern Answer
1. WW
RWRWWRWWWRWWWWRWWW
2. 5, 10, 15, 20 25
3. ½, 5/2, 9/2, 13/2 17/2
4. 20, 13, 6, -1 -8
5. 10, 40,70, 100 130

LC2 – A2: A sequence has the following characteristics:

find the next few terms of a  It has an ordered list of numbers or figures
sequence and find the general or nth  It may be finite or infinite
term of a sequence  It is finite if it has an exact number of terms
 It is finite if it has an unending list of terms.
Learning Target(s):
I can find the next few terms of a Example 1.2 page 3
sequence and find the general or nth Finite Infinite
term of a sequence a. 1,3,5,7,9 1,3,5,7,9,…
b. 5,10,15,20,25 5,10,15,20,25,…
 c. set of special Set of real numbers
numbers

The sequence's general term, which describes all of

its terms, is denoted as a n, read as “a sub n”, or the
term of a sequence at a number n. The term in the
sequence

a₁, a₂, a₃, a₄, …, aₙ

are the first term, second term, third term, fourth

term, …, nth or general term, respectively.

For example, in item (3) we have the terms of the

sequence where 5 is the first term, 8 is the 2nd term,
17 is the 5th term.
When you are given at least 3 terms of a sequence,
you can find the next term by discovering how the
second term is obtained from the 1st term, and how
the 3rd term is obtained from the 2nd term.

Illustrative Examples:
1-2. Find the first 5 terms of the sequence given the
nth term.
1. aₙ = 2n − 3
Solution: To find the first 5 terms of a sequence, use
the values of 1, 2, 3, 4, and 5 for n.
a1= 2(1)-3 a4= 2(4)-3
a1= 2-3 a4= 8-3
a1= -1 a4= 5

a2= 2(2)-3 a5= 2(5)-3

a2= 4-3 a5= 10-3
a2=1 a5= 7

a3=2(3)-3
a3= 6-3
a3= 3

2. an= (-3)ⁿ
Solution: We substitute 1, 2, 3, 4 and 5 as values of
n.
a1=(-3)¹ a2=(-3)² a3= (-3)³ a4= (-3)⁴
a5=(-3)⁵
a1= -3 a2= 9 a3= -27 a4= 81
a5= -243

In the previous examples, some terms of the

sequence were found after being given the general
term. Now, you are given the first 5 terms of the
sequence and you will write the equation for the
general or nth term.
 3-4. Find a formula for the nth term of the sequence
given the first set of terms.

3. Sequence: 2, 8, 18, 32...

Solution:
In solving a problem like this, some amount of
guessing is involved.

Observe that:
LC3 –A3
demonstrates perseverance in 2 = 2(1)
generating patterns. 8 = 2(4)
18 = 2(9)
Learning Target(s): 32 = 2(16)
I can demonstrates perseverance in
generating patterns. Notice that the numbers inside the parenthesis are
powers (squares) of 1, 2, 3, 4:

a1= 2= 2(1)= 2(1)²

a2= 8= 2(4)= 2(2)²
a3= 18= 2(9)= 2(3)²
a4= 32= 2(16) 2(4)²
aₙ= 2(n)²
aₙ= 2n² This is the nth term or general term of the
sequence.

4. Sequence: 10, 13, 16, 19, 22,...

 Students will answer the sequence just like
the example given

Deepen
DEEPEN (MAKE MEANING) The goal of this
section is to let the students apply their knowledge
and skills generating patterns in solving real-life
problems.

 Students will be given an activity about the

topic generating patterns
 They will apply their knowledge about the
topic in answering the activity
 Students will do collaborative work about
 generating patterns

Individual activity
Activity 1. Answer the DO BASIC numbers 1-10
page 10
 Students will work independently
Group Activity
Activity 2. Students will roam around the school.
They are going to write problem/s wherein they can
apply patterns and suggest some solution.

Example Answer:
Problem: Improving waste segregation in school
Solution:
Put three types of trash cans—the first is for plastics,
the second is for cans, and the third is for papers—in
one place. The next three trashcans and other
trashcans must be placed exactly 2 meters away to
ensure that wherever the students go, there is a
trashcan where they can throw anything.

Individual Activity
Activity 3.
 Students will make their own example of
problem about generating patterns.
 The problem must be concise and properly
constructed.
 The created example must be answerable.
 They will test their skills and knowledge to
what they have learn about the topic.
 The students must show perseverance on
creating example about the topic.

Prepared by:

Ma. Cecilia R. Quillope

Math 10 Teacher