MATATAG Kto10 School: Grade Level: 4

Weekly Lesson Teacher: DepedClick Learning Area: MATH

Date: FEBRUARY 17-21, 2025 Quarter: 4th / Week 2

MATHEMATICS / QUARTER 4 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner should have knowledge and understanding of:

Standards 1. simple patterns
2. number sentences

B. Performance By the end of the quarter, the learners are able to:
Standards 1. generate a simple pattern and describe the rule used. (NA)
2. complete number sentences to represent number properties and number facts. (NA)

C. Learning By the end of the quarter, the learners:

Competencies 1. describe the rule used to generate a given simple pattern.
and Objectives 2. complete number sentences to represent number properties and number facts.

D. Content Simple patterns

Number sentence

E. Integration Patterns in Nature

II. LEARNING RESOURCES

Manitoba Education and Training. (2017). Grade 4 mathematics: patterns and relations. ISBN: 978-0-7711-8041-5.
https://www.edu.gov.mb.ca/k12/cur/math/support_gr4/patterns.pdf

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior DAY 1 This section will serve as the
Knowledge 1. Short Review application of learners’ prior
Activity 1. Who's next? knowledge of the order and
Instructions. Study the picture below and draw the next figures. relationship of numbers to
Sample Activity: make connections in
presenting patterns.
Encourage students to make
connections with numbers by
presenting the pattern with
Image Source: https://www.edu.gov.mb.ca/k12/cur/math/support_gr4/patterns.pdf

Guide Questions: numerical term positions. This

1. What are the possible number of boxes that may follow? can be done using the Think-
2. How did you determine the number of boxes? Explain. Pair-Share strategy where
students can work and share
ideas.
Activity 2. Who’s missing?
Instructions. Complete the sequence by writing what is missing. This section is a review before
Sample Activity: the discussion of the number
1. 3, 6, 9, , , sentence and number
2. 42, 40, 38, , , 32, properties and facts.
3. 1, 3, 5, 7, , ,
4. A, B, A, B, , , *Add more items if needed.
5. 10, 15, 20, , ,
The intention of Activity 3 is
for learners to commit to their
DAY 3 memory of the basic
Activity 3. Number Facts Check (Drill Activity) operations. Number facts are
Flash Cards. Let learners determine the sum, difference, product, and quotient of essential in building learners’
two numbers. conceptual understanding of
number sentences. Also, a good
memory of number facts builds
2. Feedback (Optional) learners’ confidence in doing
mathematics.

The teacher may use physical

flashcards or slide
presentations.

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B. Establishing 1. Lesson Purpose This section is an elaboration
Lesson Purpose DAY 1 on the part of the activity
For Sub-topic 1. review given.
Analysis of Activity 1.
1. Can you write the number pattern that describes the picture above? To cognitively guide learners on
2. Is the pattern increasing or decreasing? Why? stating the rule, you can use
3. Can you state the rule that describes the pattern? this phrase:

Analysis of Activity 2. “We started at 2. Add 1 to the

1. State the rule that describes each pattern. previous term to get the next
2. Which pattern is repeating? number.”

2. Unlocking Content Vocabulary

DAY 1
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 and which
objects do not belong to the pattern.

DAY 3
Number sentences are a combination of numbers and mathematical operations.

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C. Developing and DAY 1-2
Deepening SUB-TOPIC 1: Rules in Generating Patterns
Understanding 1. Explicitation
After doing Activities 1 and 2 and their analyses, the teacher will discuss the This section explains the rules
following: in patterns.
Identifying and Extending Patterns:
 Find what is changing in the patterns.
 Check if that same pattern applies throughout the sequence to create the
“rule”.
 Use the rule to extend the pattern.

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

2. Worked Example Examples are given with a

Example 1. Find the next 3 numbers in this pattern. step-by-step process of finding
7, 10, 13, 16, , , Think: The the unknown/ missing terms
-
number s increase
with a specific rule.
Solution. by 3 from left to
The rule for the pattern is: “Add 3 to the previous term to
Use arrows from the previous
get the next number.”
term going to the next term to
So, the next three numbers are 19, 22, 25.
make learners pay attention to

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Example 2. What are the next three numbers in this the order of the terms and how
pattern? Think: The the rule works between the
24, 20, 26, 12, , , numbers decrease previous term and the next
by 4 from left to term.
Solution. right.
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.

Example 3. What are the next 3 numbers in this pattern?

1, 2, 4, 8, , , Think: Each
Solution. number is twice
The rule for the pattern is: “Multiply 2 to the previous term the number to
its left.
to get the number.”
So, the next 3 numbers are 16, 32, 64.

Example 4. What are the next 3 numbers in this pattern?

Think: Each number
4 096, 2 048, 1 024, , ,

Try dividing by 2: 4,096 ÷ 2 = 2,048

to the right is half
Solution. the number to
the left.
The rule of the pattern is: “Divide 2 to the previous term to
get the next number.”
So, the next 3 numbers are 512, 256, 128.

Patterns in Tables
Example 5. Study the table below. What is the total cost of printing 6 t-shirts? Other examples are given in
this section, where data are
Number of t-shirts Total cost of printing presented using a table.
3 ₱150

4 ₱200

5 ₱250

6 ?

Solution.
The rule for the pattern is: “Multiply 50 to get to the next number.”
Answer: It will cost ₱300 to print on 6 t-shirts.

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 3. Lesson Activity
(see Worksheet Activity 1)
Answer Key:
A. Find the next three numbers in the pattern. Describe the rule for the
1.) Rule: Add 4
pattern.
The next three terms are: 23,
1.) 7, 11, 15, 19, , ,
27, 31.
The rule for the pattern is:
The next three numbers are: .
2.) Rule: Multiply 3
The next three terms are: 81,
2.) 1, 3, 9, 27, , ,
243, 729.
The rule for the pattern is:
The next three numbers are: .
3.) Rule: Subtract 2
The next three terms are: 17,
3.) 25, 23, 21, 19, , ,
15,13.
The rule for the pattern is:
The next three numbers are: .
4.) Rule: Subtract 4
The next three terms are: 34,
4.) 50, 46, 42, 38, , ,
30, 26.
The rule for the pattern is:
The next three numbers are: .
5.) Rule: Multiply 4
The next three terms are: 256,
5.) 1, 4, 16, 64, , ,
1024, 4096.
The rule for the pattern is:
The next three numbers are: .
Answer Key:
B. Answer the following:
B.1
B.1. Look at the numbers provided in the table.
1.) 4
2.) 8, 16, 40
spiders 1 2 3 5 6 3.)

legs 24 32 48 1 2 3 4 5 6

8 16 24 32 40 48
1) What number do you think is missing from the top row? Why?
2) What numbers are missing at the bottom row? Why?
4.) The pattern follows the rule
3) Complete the table.
by adding 8.
4) Describe the pattern.
B.2

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 B.2. Mark made a chart for this pattern. 1.)

2.) 3, 5, 7, 9, 11, 13, …

Image Source: https://www.edu.gov.mb.ca/k12/cur/math/support_gr4/patterns.pdf

1) What should be in Figure 6? Draw the figure.

2) Describe the pattern using a number pattern.

DAY 3 In this section, help the

SUB-TOPIC 2: Finding the Missing Numbers learners cognitively by asking
1. Explicitation metacognitive questions. As a
After checking the prior knowledge of learners on number facts (see Activity 3), teacher, you also model
discuss the following: metacognition.
Example (in example 1):
Addition and Subtraction are opposite operations. ● What operation is
indicated?
● What is missing?

*Let learners do the checking:

Example: 20 + 8 = 28 (true)
You can use a box for the
missing value.

Multiplication and Division are opposite operations.

In example 3, you can
introduce the letter N to solve
the number sentence. This is
also one way to bridge
arithmetic thinking and
algebraic thinking.

N could be thought of as “No

value yet”. This will help
learners to find the value of N.

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2. Worked Example
Example 1. Find the missing value in the number sentence:
20 + = 28
Solution.
To get the missing addend: 28 - 20 =
Answer: 28 - 20 = 8*

Example 2. Problem Solving.

The total cost of buying a ballpen and a notebook is ₱43. If a ballpen costs
₱15, how much is a notebook?
Solution.
Number Sentence: + cost of = 43
cost of ballpen
notebook

= 43
₱15 +
_

To get the cost of a notebook: ₱43 − ₱15 =

Answer: ₱43 − ₱15 = ₱28

The cost of a notebook is ₱28.

Example 3. Find the value of N in the number sentence:

18 - N = 5
Solution.
To get the missing subtrahend: 18 - 5 = N
Answer: 18 - 5 = 13, therefore N = 13.

Example 4. Find the value of N in the number sentence:

N - 37 = 68
Solution.
To get the missing minuend: 37 + 68 = N
Answer: 37 + 68 = 105, therefore N = 105.

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 Example 5. Nena wants to buy a pencil case worth ₱80. She saves ₱10 a day.
After how many days can she save enough money to buy the pencil case?

Solution.
Number Sentence: savings × number of days = ₱80

= ₱80
₱10 ×
_

To get the number of days: ₱80 ÷ ₱10 =N

Answer: ₱80 − ₱10 =8

It takes 8 days.

40 ÷
Example 6. Find the missing value in the number sentence:
=5

To get the missing divisor: 40 ÷ 5 =

Solution.

Answer: 40 ÷ 5 = 8

N ÷ 8 = 12
Example 7. Find the value of N in the number sentence:

To get the missing divisor: 8 × 12 = N

Solution.

Answer: 8 × 12 = 96, therefore N = 96.

3. Lesson Activity
Answer Key:
A. Find the value of N in the following number sentences:
1. 48 6. 34
90 ÷ N = 6
1. 19 + N = 67 6. 86 - N = 52
2. 37 7. 15
N × 18 = 90
2. N + 22 = 59 7.
3. 34 8. 5

20 × N = 100
3. 64 - N = 30
25 × N = 175
8. 4. 5 9. 7

N ÷ 9 = 15
4. 9. 5. 135 10. 42
5. 10. 56 - N = 14

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 D. Making 1. Learners’ Takeaways Homework is optional. The
Generalizations DAY 1-4 teacher can use patterns in
Per sub-topic, ask students what three things they have learned. Let them write nature as a generalizing
it in their notebook and ask one to two students to share it with the class. activity for values integration
(appreciation of patterns)
Homework. Look at your surroundings, can you see patterns? Make a photo
collage of the patterns.

2. Reflection on Learning
DAY 1-4
Let the students complete the sentence.
The mathematical skill/s that I discover within myself while doing the activities
that I want to improve most is/are
because
.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Answers:

Learning 1. Formative Assessment I.
I. Draw the next term in the pattern.
1.
1.

2.
2.

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 II. Write the missing numbers that will complete the pattern. II.
1. 6, 10, 14, 18 , , 26, 1. 22, 30
2. 10, 20 , 30, , 50, 60, 2. 40, 70
3. 8, 13, 18, , 28, 33, 3. 23, 38
4. 8, 16, 24, 32, , 48,______, 64 4. 40, 56
5. 32, 16, 8, ,_______, 1 5. 4, 2

III. Find the value of N to make the number sentence true. III.
1. 35 + N = 51 1. 16

3. 12 × N = 96
2. 63 - N = 28 2. 35

4. 144 ÷ N = 6
3. 8
4. 24

6. 49 ÷ N = 12 - 5
5. N - 67 = 42 5. 109
6. 7

8. N × 8 = 34 + 22
7. 56 + 23 = 132 - N 7. 53

9. 8 × N = 16 × 4
8. 7
9. 8
10. 87 - N = 7 × 5 10. 52

2. Homework (Optional)
B. Teacher’s Note observations on any The teacher may take note of
Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
engagement, and other related
materials used stuff.

Teachers may also suggest

ways to improve the different
learner engagement/
activities explored/lesson
interaction
exemplar.

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 others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection  principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an input
 students for the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

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