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This document outlines a detailed lesson plan for a Math 4 class focused on identifying rules used to generate simple patterns. The plan includes objectives, subject matter, procedures, and evaluation methods, emphasizing active participation and appreciation for patterns. Activities involve modeling, guided practice, and independent practice to reinforce understanding of increasing and decreasing number patterns.

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Adrian Kurt Russell Lopez
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12 views

Math

This document outlines a detailed lesson plan for a Math 4 class focused on identifying rules used to generate simple patterns. The plan includes objectives, subject matter, procedures, and evaluation methods, emphasizing active participation and appreciation for patterns. Activities involve modeling, guided practice, and independent practice to reinforce understanding of increasing and decreasing number patterns.

Uploaded by

Adrian Kurt Russell Lopez
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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A Detailed Lesson Plan in Math 4

Identifying the rule used to generate a given simple pattern

Submitted by:
Lopez, Adrian Kurt Russell C.

Submitted to:
Mrs. Carla A. Dacumos

2nd Semester
S.Y. 2025-2026

I. OBJECTIVES
a. Identifying the rule used to generate a given simple pattern.
b. Answer the number patterns in each activity by following the rules.
c. Showing the appreciation for patterns as an art.

II. SUBJECT MATTER


Subject Matter: Identifying the rule used to generate a given simple
pattern
Reference: Internet, Lesson Exemplar (Quarter 4)
Skills: Participate actively in doing activities
Materials: Tarpapel, slide deck, picture
Values: Cooperation and unity/ Appreciation of art
Strategy: Explicit Strategy
III. PROCEDURE

Teachers’ Activity Learner’s Activiy

A. Preliminary Activities
1.Preparation
A.Prayer

Good morning, class! Good morning, sir


We are fine, teacher
How are you today?

Before we start, I want you all to


stand and let us pray.

B. Checking of attendance

Who is absent today, class? None, teacher


Very good, you all are complete!

C.Classroom Rules
What are our rules when class starts? Listen to the teacher if he is
talking in front
Do not make any noises
Always show respect to your
teacher and fellow classmates
D.Singing
Title: Who’s next

2.Review
What have we learned in our
previous lesson, class?

What is data in a tubular form?

About collecting, presenting and


Kindly give an example? interpreting data in a tubular form

refers to information organized


and presented in a table format
Solar energy

A table showing student names in


one column, their test scores in
another column, and their grade
level in a third

B. Presentation
1.Modelling (I Do)
Class, look at the board, I have here
a picture. I want you to observe it

What can you see and say about the Different patterns
pictures?
Yes, teacher
Have you ever seen this pattern,
class?
In our surroundings
Where do we see it?

B. Presenting the lesson


There are a lot of patterns we see in
our surroundings just like the
pictures you identified awhile back
but patterns are not only in pictures
but also in numbers.

Number patterns are groups of


numbers that follow rules. They can
use input/output tables to create
sequences.

Types of number pattern:


 Increasing number patterns –
patterns whose numbers are
getting bigger.
 Decreasing number patterns –
patterns whose numbers are
getting smaller
Let’s take a look at the examples:

Example:
1.Find the next 3 number in this
pattern.
7, 10, 13, 16, _, _, _

Solution:
The rule for the pattern is: “Add 3 to
the previous term to get the next
number.”
So, the next three numbers are 19,
23, 25.

2.What are the next three numbers


in this pattern?
24, 20, 16, 12, _, _, _

Solution:
The rule for the pattern is: “Subtract
4 to the previous term to get the
next number.”
So, the next three numbers are 8, 4,
0.

3.The rule for the pattern is:


“Multiply 2 to the previous term to
get the number.”
1, 2, 4, 8, _, _, _

Solution:
The rule for the pattern is: “Multiply
2 to the previous term to get the
next three numbers.”
So, the next three number 16, 32,
64.

4.What are the next 3 numbers in


this pattern?
400, 200, _, _, _ Because we valued patterns as a
beautiful art
Solution:
Try dividing by 2: 200 ÷ 2 = 100
The rule of the pattern is: “Divide 2 Number patterns are groups of
to the previous term to get the next numbers that follow rules.
number.”
So, the next three numbers are 100, Increasing
50, 25 Decreasing
Value integration
Why pattern is very essential and
important to us?
Active participation
Respect fellow classmates
C.Concept Formation
Always read instruction
What is number pattern?

Kindly give the 2 types of number


pattern?

2.Guided Practice
(WE DO)
What are the rules in doing group
activities?

A.Big Group

I will group you into 3 groups.

Group 1
Direction: Write the missing numbers
in the blank by identifying what rule
was used.
1. 1, 4, 7, _, 13, _, __
2. 20, 15, 10, _, _, __

3. 3, 6, 9, _, _, 18, __

4. 5, 10, 15, _, _, 30, _

5. 30, 25, 20, _, _, __

Group 2
Direction: Identify what rule use in
each pattern (add, subtract, multiply,
divide). Write your answer in the
space provided.
1. 2, 5, 8, 11, 14 -

2. 3, 6, 12, 24, 4 -

3. 15, 12, 9, 6, 3 -

4. 50, 25, 12.5, 6.25 –

5. 20, 18, 16, 14, 12 -

Group 3
Direction: Identify the numbers if
they are patterned or not. Write P if
the numbers are patterned then X if
not. Write your answer in the space We need cooperation and unity
provided. while doing activities
1.4, 3, 5, 7, 2 –

2.2, 4, 6, 8, 10 –

3.10, 8, 6, 4, 2 –

4.20, 40, 30, 10, 5 –

5.5, 10, 15, 20, 25 -

Value Integration
What did you observe while doing
each activity?

3.Independent Practice
Directions: Identify every pattern if it
is increasing or decreasing. Write
your answer in the box. Yes, teacher
Patterns Answer
1. 64, 32, 16, 8, 4

2. 500, 400,
300, 200, 100

3. 81, 27, 9, 3, 1

4. 3, 6, 9, 12, 15

5. 1000, 800, 600,


400, 200
Did you understand our lesson for
today?

IV. EVALUATION
Name:
Grade:
Instruction: Choose the letter of the correct answer. Write the
answer before the number.
1. What is the next number in the pattern?
2, 4, 8, 16, ?
a) 24
b) 32
c) 30
d) 20

2. What is the missing number in the pattern?


100, 90, __?, 70, 60
a) 75
b) 85
c) 80
d) 95

3. What is the next number in the sequence?


5, 10, 15, 20, ?
a) 30
b) 22
c) 25
d) 27

4. What comes next in the pattern?


1, 3, 6, 10, 15, ?
a) 20
b) 22
c) 24
d) 18
5. What is the rule for this number pattern?
81, 27, 9, 3, 1
a) Adding 2
b) Dividing by 3
c) Multiplying by 3
d) Subtracting 3

V. ASSIGNMENT
Direction: Read the instruction every number then write your answer in
the blank.
1. Complete the sequence: 3, 6, 9, __, 15, 18
2. What comes next? 100, 90, 80, __, 60
3. Identify the missing number: 2, 4, 8, __, 32
4. Fill in the blank: 1, 4, 9, 16, __, 36
5. What is the missing term? 81, 27, 9, __, 1

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