School: RABAT-ROCAMORA MATI CENTRAL Grade Level: 4

DAILY ELEMENTARY SCHOOL II

LESSON Teacher: BABADAYON, JOHAILYN C. Learning Area:
PLAN MATHEMATICS
Teaching Dates/Time: February 18, 2025 Quarter: 4
8:15-9:00 AM
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of
simple patterns.
B. Performance Standards The learners are able to generate a simple pattern and describe
the rule used.
C. Learning Competencies
and Objectives 1. Define simple patterns.
2. Describe the rule used to generate a given simple
pattern.
D. Content
Simple Patterns
II. LEARNING RESOURCES
A. References
B. Teacher’s Guide Pages Lesson Exemplar for Mathematics 4
Quarter 4, Lesson 2
C. Learner’s Material Pages Learning Activity Sheets for Mathematics 4
Quarter 4, Lesson 2
D. Additional Materials from https://www.edu.gov.mb.ca./k12/cur/math/support_gr4
LRMDS /patterns.pdf
E. Integration Values (Listening, Collaboration), Mathematics
F. Strategies Student-Centered Inquiry, discussion, differentiated Instructions
G. Materials PPT, Manila paper, Pentel pen, Flashcards
III. PROCEDURES
Teacher’s Activity Student’s Activity
A. Preliminary • Prayer
Activities
May I request everyone to please stand and Stffhy: Angel of God, My
Stffhy, kindly lead the prayer. Guardian Dear, To
whom His love commits
me here, Ever this day
be at my side, To light
and guard, to rule and
guide. Amen.
• Greetings
Good morning, class!
Students: Good morning
and nice to see you,
Teacher Joh. Good
morning, classmates, it’s
nice to see you again.
 • Checking of Attendance
Jude, who’s absent for today? Jude: No one is absent
today, teacher.
Very good! You are all present for today. Let’s
give ourselves a “tweet-tweet clap”. (The students clap
enthusiastically)
• Classroom Rules
Before we proceed to our lesson for today. Let us
be reminded of our classroom rules.

Read with me, class. (The students read in

unison.)
R.E.D Classroom Rules
Rule R – Respect Everyone Students:
Rule E – Engage Actively R.E.D Classroom Rules
Rule D – Demonstrate Responsibility Rule R – Respect
Everyone
Rule E – Engage Actively
Rule D – Demonstrate
Responsibility
B. Review Let’s have a quick review of our previous lesson,
class. I have here “The Randomizer” box,
containing five papers, each with a name of Row (The students are
1to 5. I will draw a row to answer my question. Are listening attentively.)
you ready, class?
Students: Yes, teacher.
Activity: Number Facts Check

1. 8 × 8 = Row 1: 64, teacher.

2. 23 + 30 = Row 2: 53, teacher.
3. 45 – 6 = Row 3: 39, teacher.
4. 30 ÷ 5 = Row 4: 6, teacher.
5. 3 × 12 = Row 5: 36, teacher.

Good job class! You have correctly answered all

of the items. And because of that, let us give (The students will do the
everyone a tweet-tweet clap.’ tweet-tweet clap.)

Do you have any questions regarding our last

lesson? Students: None so far
teacher.
None? Okay, since everyone has already
understood, so I guess, everyone is ready for
another lesson. Right class? Students: Yes, teacher!

Again, are you ready class? Students: We are ready

teacher!
Now, let us have an activity.
C. Motivation Listen carefully to the mechanics and
instructions, class.

Group Activity: Who’s Next?

Mechanics:
1. The class will be divided into five groups:
Yellow, Blue, Green, Pink, and Orange. (The students will focus
2. Each group will receive the necessary on completing the
materials for the activity. 3. They must complete activity and will draw the
the activity within 1 minute and 30 seconds. next figures to form the
4. The first team to complete the activity correct pattern within 1
correctly will be the winner and earn points. minute and 30 seconds.)

Instructions: Study the picture below and draw All groups:

the next figures.

Very good!

Now, observe the pattern that you have

completed. Is the pattern increasing or
decreasing? Yes, Renato? Renato: Increasing,
teacher.
Very good! Can you state the rule that describes
the pattern? Yes, Princess? Princess: The pattern
started at 2. So, we add
1 to the previous term to
get the next number,
Very good! Based from our activity, do you have teacher.
any idea on what will be our topic for today?
Anyone? Yes, Cassandra? Cassandra: I think our
topic for today teacher
is about Simple Patterns.

That is right! Our topic for today is Simple Patterns.

And here is our objective for today’s lesson. (The students will read
Everyone, please read our objective. the objective in unison.)
Students: At the end of
the lesson, I will be able
to: define simple
patterns and describe
the rule used to
generate a given
simple pattern.
D. Discussion/ Today, we will learn about Simple Patterns. Now,
Lesson Proper let’s define the following words.

Let’s read together, class. (The students will read in

unison.)
Pattern – is defined as a sequence of repeating
objects, shapes, or numbers. A pattern has a rule
that tells us which objects belong to the pattern
ad which objects do not belong to the pattern.

Number Patterns
• Increasing number patterns – patterns whose
numbers are getting bigger.
• Decreasing number patterns – patterns whose
numbers are getting smaller.

Listen carefully, class. In Identifying and Extending (The students are

Patterns, we must follow the following: listening attentively.)

Let’s read together, class. (The students will read in

• Find what is changing in the patterns. unison.)
• Check if that same pattern applies throughout
the sequence to create the “rule”.
• Use the rule to extend the pattern.

Example 1:
Find the next 3 numbers in this pattern.
7, 10, 13, 16, ______, _______, _______

What have you observed, class? Yes, Amanda? Amanda: The numbers
increase by 3 from left to
right.
Very good. That’s a correct observation.

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, 22, 25.

Example 2:
What are the next 3 numbers in this pattern?
24, 20, 26, 12, ______, ______, ______

What have you observed, class? Yes, Aricia?

Aricia: The numbers
decrease by 4 from left
to right, teacher.
Very good. That is a correct observation.
Solution:
The rule for the pattern is: “Subtract 4 to the
previous term to get the next number.”
So, the next 3 numbers are: 8, 4, 0.

Let’s try to answer this example together, class. (The students are
listening attentively)
Example 3:
What are the next 3 numbers in this pattern?
1, 2, 4, 8, ______, ______, ______

What have you observed, class? Yes, Kyle? Kyle: Each number is
twice the number to its
left, teacher.
Very good. That is a correct observation.

Solution:
The rule for the pattern is: “Multiply 2 to the
previous term to get the number.”

So, the next 3 numbers are what? Yes, Christine? Christine: The next 3
numbers are 16, 32, 64,
teacher.
Very good. The answer is 16, 32, and 64.

Example 4:
What are the next 3 numbers in this pattern?
4 096, 2 048, 1 024, ______, ______, ______

What have you observed, class? Yes, Prince?

Prince: Each number to
the right is half the
number to the left,
teacher.
Very good. That is a correct observation.

Solution:
Try dividing by 2: 4,096 ÷ 2 = 2,048
The rule of the pattern is: “Divide 2 to the previous
term to get the next number.”

So, the next 3 numbers are what? Yes, Alexia?

Alexia: The next 3
numbers are 512, 256,
128, teacher.

Very good. The answer is 512, 256, 128.

Do you have any questions or need any

clarifications about simple patterns, class?
 Students: None,
Before we proceed to our activity. I want you to teacher.
remember that when identifying and generating
number patterns, we shall explore all possible
operations to determine the next patterns. Do
you understand, class? Students: Yes, teacher.

Again, do you have any questions or

clarifications? Students: None,
teacher.

Are you sure? If you are, let’s do the kokak clap. (The students will do the
kokak clap.)
Since you don’t have questions, I bet you are
ready for our activities. Are you ready, class? Students: Yes, we are
ready, teacher.
E. Application Group Activity: The Pattern Battle!

Mechanics:
1. The class will be divided into five groups:
Yellow, Blue, Green, Pink, and Orange.
2. Groups must answer each question correctly
to earn points.
3. Each group will only have 20 to 30 seconds to
answer. After the time is up, they must raise their
answers.
4. Points will be awarded based on difficulty:
• Easy round: 2 points per correct answer
• Average round: 3 points per correct
answer
• Difficult round: 5 points per correct answer
5. The group with the highest score at the end of
the activity will be declared the winner and be
called “The Pattern Masters.”
(The students are
listening attentively.)
Instructions: Find the next three numbers in the
pattern. Describe the rule for the pattern.

Easy round (2 points each):

1. 7, 11, 15, 19, _____, _____, _____ Easy round

2. The rule for the pattern is: ____________ All Groups: 23, 27, 31

3. 1, 3, 9, 27, _____, _____, _____ All Groups: Add 4

4. The rule for the pattern is: ____________ All Groups: 81, 243, 729

5. 25, 23, 21, 19, _____, _____, _____ All Groups: Multiply 3
All Groups: 17, 15, 13
 Average round (3 points each): Average round
6. The rule for the pattern is: ____________ All Groups: Subtract 2
7. 50, 46, 42, 28, _____, _____, _____ All Groups: 34, 30, 26
8. The rule for the pattern is: ____________ All Groups: Subtract 4

Difficult round (5 points each): Difficult round

9.
spiders 1 2 3 ___ 5 6 ___ All Groups: 4

10.
fish ___ ___ 24 32 ___ 48 All Groups: 8, 16, 40

F. Generalization The teacher will pick a name from “The

Randomizer” box to answer.

For question number 1, what was our topic

today? (The teacher picks a name from the box
and picks Prince.)

Prince, what is your answer? Prince: Simple Patterns,

teacher.
Very good!

For question number 2, what is simple patterns?

(The teacher picks a name from the box and
picks Christine.)

Christine, what is simple patterns? Christine: It is sequence

of repeating objects,
shapes, or numbers, with
Very good. Pattern is defined as a sequence of a rule, teacher.
repeating objects, shapes, or numbers. A pattern
has a rule that tells us which objects belong to the
pattern ad which objects do not belong to the
pattern.

For question number 3, can you identify a pattern

that you observed inside our classroom?
(The teacher picks a name from the box and
picks Shawn.)

Shawn, what is your answer?

Shawn: Our seating
arrangement, teacher.
Very good. Brilliant observation, Shawn.

Are you ready for another activity, class?

Students: Yes, teacher.
G. Evaluation
Activity 1.
Instructions: Draw the next term in the pattern.

1.

2.

Activity 2.
Instructions: Write the missing numbers that will complete the pattern.
1. 6, 10, 14, 18, , 26,
2. 10, 20, 30, , 50, 60,
3. 8, 13, 18, , 28, 33,
4. 8, 16, 24, 32, , 48, ___ , 64
5. 32, 16, 8, , ___ , 1

H. Assignment Instructions: Look around your surroundings and find different patterns in the
things you see. Draw at least three (3) patterns in your math notebook.

Example:

1.
2.
3.

Prepared by:

JOHAILYN C. BABADAYON
Pre-Service Teacher

Checked by:

NANCY V. BUCIO
Teacher II