School: SAN JOSE ELEMENTARY SCHOOL Grade Level: VI

Teacher: ANNALICE R. QUINAY Learning Area: MATHEMATICS

Teaching Dates and Time: NOVEMBER 20-24, 2017 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner..
A. Content Standard demonstrates understanding of sequence in forming rules, expressions and equations.
B. Performance Standard is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
C. Learning Competencies / 55. formulates the rule in finding the nth term using different strategies 56. differentiates expression from equation. Weekly Test
Objectives (looking for a pattern, guessing and checking, working backwards) e.g. M6AL-IIId-15
4,7,13,16,n (the nth term is 3n+1)
M6AL-IIId-7
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages Lesson Guide in Elem. Math Gr. 6 Lesson Guide in Elem. Math Gr. 6 p. 1-6
p.85-87
2. Learners Materials pages 21st Century Mathletes 6, 200-209 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,

3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6,

4. Additional Materials from

Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power Mathletes 6 textbook, video clip, power
power point presentation power point presentation, point presentation point presentation
drawings of patterns, picture
cards
IV. PROCEDURES
A. Reviewing previous lesson Drill: Have the pupils skip count by Drill: Game Snow Ball Drill: Have the pupils skip count by 4, by Drill: Giving Directions.
or presenting the new 5, by 8, by 10 and by 12 Have a drill on skip counting. 6, by 7 and by 9. Drill on Giving Terms or Phrases that
lesson Present the ff. sequences and let Say, Let us have skip counting Present the ff. sequences and let the Refer to Addition, Subtraction,
the pupils give the 7th term in each. by 3s from 3 to 30. Then, point pupils give the 7th term in each. Multiplication, or Division
3,6,9,12,.. at one pupil to start. The pupil 1.5,12,19,26, . Game
0.6, 0.12, 0.18, . who started will point to another 2.2,10,18,26, a) Divide the class into 2 groups.
7, 14, 21, 28, . pupil to continue and so on and 3. 2,10,50,250, b) Teacher gives an operation, say
10,20,30,40, so forth until you reach 30. Every 4. 305,296,287,278, addition.
9,14,19,24, pupil should listen to the previous 5. 6,21,36,51, .. c) Each member of the groups
answer to be able to give his/her simultaneously goes to the board and
own answer. The same procedure writes a term or phrase that refers to the
will be done to the following given operation.
items. See to it that every pupil in Ex. more than, increased by, plus, added
class will recite. to, etc.
a.Skip count by 4 from 4 to 40. d) Within 2 minutes, each group
b.Skip count by 5 from 5 to 50. has to write as many terms or phrases as
c.Skip count by 6 from 6 to 60.
 Review: Ask : Did you enjoy the activity? they can. Afterwards, the teacher checks
How were you able to follow the and counts the correct answers.
sequence of our skip counting? e) Repeat the same process with
Emphasize the value of alertness. subtraction, multiplication, and division.
Do this exercise of patterns. Let f) The group with the most
the pupils fill in the missing number of correct answers wins.
shapes / numbers. Review:

4.)12, 17, 22, ___, 32, ___, ___

5.)1K, 2J, 3I, ___, ___, ___, 7E

Review
Guessing Game
Divide the class into 4 groups.
Show them the picture cards. Let
them guess the name of the
figure.

B. Establishing a purpose for Have the pupils guess the next Have a game on identifying Draw the next two patterns Write an expression for each Test proper
the lesson letter in the sequence. whether a number is odd or even. problem/situation on the blanks.
O, T,T, F,F,S,S,E, Group the pupils into 2. As group 1.Helen is 13 years old, Helens father is
1 gives a number, Group 2 4 years more than twice her age. ____
answers odd or even, then have 2.Edna is 155 cm tall. Lilias height is 10
them do it vice-versa. Answer: cm less than twice Ednas height. __
Ask: Have you tried answering a 3.Roman weights 25 kilograms. His
number pattern with missing father weighs 5 kg less than 3 times
terms? Let them know Romans weight. _____
that odd or even numbers 4.Francis is ten years old. Ben is twice as
are used in number patterns. old as Francis. _____
5.Aning is five years old. I am six years
more than thrice her age. _
C. Presenting Present the Fibonacci Numbers in Presentation Group Activity: Present 5 + 3 and 5 + 3 = 8 on the Checking
Examples/Instances of new Pascals triangle and show the sum 4, 10, 16, 22, 28 board.
lesson of numbers diagonally. (See TG p. Write down the next two terms of the Have a pupil read aloud the expression 5
Mrs. Quinay presented these
85 & Textbook p. 213) number patterns to his Math sequence. + 3 and the equation 5 + 3 = 8.
Write the three numbers in the b) Write down an expression for the Ask: What is the difference between 5 + 3
class.
pattern. nth term of this sequence. and 5 + 3 = 8?
1, 3, 7, 15, 31, 63
-Many students will quickly respond by
 Ask : What do you think is the c) Work out the 50th term of the stating that one has an equals sign and
rule/pattern used to find the 2nd sequence. the other does not.
term? 3rd ? 4th? 5th? 6th? Solution Say: 5 + 3 is called an expression. An
1x2+1=3 a) From looking at the sequence we can expression consists of a number or a
15 x 2 + 1 = 31 see that each term is 6 larger than the combination of numbers joined by
3x2+1=7 previous term. We say the term-to- operation symbols. An expression does
31 x 2 + 1 = 63 term rule is "add 6". Therefore the next not have an equal sign.
7 x 2 + 1 = 15 two terms are 34 and 40. Erase 5 + 3. Point to 5 + 3 = 8.
Patterns : ( x 2 + 1 ) or ( +2, b) The nth term of a sequence is always Ask: What is on the left side of the equals
+4, +8, +16, +32 ) written in the form "?n + ?". sign? What is on the right side?
The number in front of the "n" is always Elicit from students that an expression or
the difference to get from one term to value is on both sides of the equals sign
the next. Since the difference is 6, the in 5 + 3 = 8. Try to have students describe
first part of our rule will be "6n". The the numbers as well as the operation.
rule follows the six times table: 6, 12, The left side is an expression, 5 + 3, that
18, 24... etc. is equal to the value of the right side, 8.
Now compare the 6 times table with Say: 5 + 3 = 8 is called an equation. The
our rule: left side of an equation equals the right
side.
6 x table 6 12 18 24 30
(Continue with additional examples,
Sequence 4 10 16 22 28 using different numbers. Try using two
numbers on each side as well. Make sure
both sides of these equations are equal.)
The numbers in the sequence are
always 2 less than the 6 times table so
we "adjust" our rule by subtracting 2.
Now putting this together gives us:
nth term = 6n - 2.
c) Now we know the nth term = 6n - 2
we just need to substitute n = 50 in
order to find the 50thterm of the
sequence.
So: The 50th term = 6 x 50 - 2
= 300 - 2
= 298

D. Discussing new concepts The four basic operations (Addition, Group the pupils into 4. Let them Show a video on how to formulate the Show a video of Difference Between Recording
and practicing new skills #1 Subtraction, Multiplication and answer items a to d by rule in finding the nth term using Expression and Equation
division) are commonly used in a formulating/finding the rule in different strategies.
sequence of numbers. In the finding the next term in a Writing a Formula from a Sequence Discuss the difference between
Fibonacci numbers above, you start sequence. Group 1 will answer a, expressions and equations
with the first two numbers. The Grp.2 for b, Grp. 3 for c, Grp. 4 for
succeeding numbers are the sum of d. Let the pupils present their
the previous two. Therefore, work on the board.
following the pattern, the next 2, 5, 14, 41, 122
three terms in the sequence are 13, Ans.( x 3 1 )
21 & 24. 1, 5, 13, 29, 61
Try to find the next four patterns. Ans( x 2 + 3 )
1, 12, 34, 78, 166
 Ans( +5 x 2 )
6, 9, 15, 27, 51
Ans.( - 2 x 2 + 1 )
E. Discussing new concepts Numbers, figures, objects or How did you find the activity ? Group Activity:
and practicing new skills #2 symbols arranged in a definite How were you able to find the Write the ff. sentences or phrases in
order or sequence is often answer to the number pattern? proper column:
encountered in mathematics. Expected answers : 1.a phrase
Discuss the content on page 214- Determine the order of numbers 2.a sentence
218 of 21st Century Mathletes. if it is ascending or descending. 3.solves
Find the difference between the 4.simplifies
consecutive terms. 5.has a relation symbol
To find the rule of the next term, 6. has no relation symbol
use the difference between 7. has no equal sign
terms. 8. Has an equal sign
Explore and Discover 9. Has a left and right sides
A. 10. Doesnt have any sides
Expression Equation

1, 3, 6, 10, 15, 21, 28, 36, 45

The encircled numbers

form a number sequence. A
number sequence is a list of
numbers in which successive
terms follow a rule or pattern.
Each number in s sequence is
called a term.
Looking at the pattern
of the encircled number, to find
the 2nd term add 2, for the 3rd
term add 3, for the 4th term add
4, for the 5th term add 5, for the
6th term add 6, for the 7th term
add 7, for the 8th term add 8, and
for the 9th term add 9. Therefore.
the rule in the sequence is ( +2,
+3, +4, +5, +6, +7, +8, +9 ).
By studying the
sequence of numbers, we can
find the rule governing the terms.
The rule can tell us what number
will come next in the sequence.
B. Find the missing terms in the
following situations below:
 Can you find the pattern or
sequence used?
The numbers inside the pentagon
are multiplied by consecutive odd
numbers 3, 5, 7. Starting with 3 x
3 = 9, then 9 x 5 = 45, then 45 x 7
= 315, so the missing number in
the last pentagon is 2 835 ( 315 x
9 = 2 835 ).
The series of numbers inside the
hexagon uses even numbers as
factors. So, the missing number
inside the last hexagon is 768( 96
x 8 =768 ).
F. Developing mastery Find the rule, then, write the Study the rule/pattern. Supply Group Activity: Finding the nth term. Group Activity:
(Leads to Formative missing terms. the missing terms. In each question there are four terms Encircle the expression and box the
Assessment) of a sequence of numbers: a) Write equation:
12, 17, 22, ____, 32, ____ 9, 16, 25, 36, ____ down the rule using n to represent the
____, ____, 67, 70, 73 16, ____, 36, 49, ____, 81 nth term.
56, ____, 42, 35, 28, ____ 10, 38, 150, ____, 2 390 b) Find the 10th and 15th terms.
3, ____, 27, 81, ____ 8, 16, 64, _____, _____
78, 70, 62, ____, ____ 6, 6, 18, _____, 630, _____

Answer:

G. Finding practical Group Activity: Find the nth term Group Activity: Find the missing Group Activity: Distribute this activity Group Activity:
applications of concepts rule for each of the following linear terms and write the rules. sheet to each group: 1.Using power point presentation, the
and skills in daily living sequences. 5, 6, 8, ____, 15, ____ teacher will flash an expression or
18, 20, 24, ____, 38, ____ equation.
1. 7,9,11,13,15,...
55, 54, 51, 46,___, ___, 19 The leader of the group will write EX if
25, 28, 3, ____, ____, 70 the statement is an expression and EQ if
2. 3,2,1,0,1,... 82, 81, 78, ____, 66, ____ it is an equation.
2N + 5 = 45
3. 2,6,10,14,18,... 5 x (8-7)
N = 10 (7+11)
4. 3,6,9,12,15,... N + 15 = 35 N
100/5 = 20
 5. 2,7,12,17,22,... Answers:
(25 5) x 9
2 (N + 6) = 22
6. 12,13,14,15,16,... 5 (N + 6)
7x10 =5N
7. 5,6,7,8,9,... 16 x 7

8. 0,1,2,3,4,...

9. 3,2,1,0,1,...

10. 20,21,22,23,24,...

H. Making generalizations and Lead the pupils to give the following generalization by asking: How do you differentiate expression
abstractions about the How do we find / formulate the rules in finding the next term in a sequence? from equation?
lesson Ans: To sum up:
Determine the order of numbers if it is ascending or descending. 1.Expressions are incomplete
Find the difference between the consecutive terms. mathematical phrases whereas equations
To find the rule of the next term, use the difference between terms. are complete mathematical statements.
Example: 2.Expressions are like the typical English
phrase whereas equations are complete
sentences.
3.Equations show relationships whereas
expressions dont show any.
4.Equations have an equal sign whereas
expressions dont have any.
5.Equations are to be solved while
expressions are to be simplified.
6.Equations have a solution while
expressions dont have any.
(Let the pupils watch the video about the
differences of Expression VS. Equation.)
I. Evaluating Learning A.Supply the next three letters, Write the rule used for each Write down the next term for each of Look at the statements below. Draw a
figures, symbols or combination of sequence, then write the missing the ff. sequences, then find the rule. circle if the statement is an expression
numbers and letters in the ff. number. and a square if it is an equation.
patterns. Then write the rule for 1)3, 7, 11, 15, ____ _____1.)5 + 9
finding the nth term. Ans:19 ( +4 ) _____2.) (505) = 5
2)5, 9, 17, 33, ____ 2
Ans:65 ( x 2 1 ) _____3.) 8 x 6 = 48
3)20, 12, 8, 6, ____ _____4.) 0.5+0.2=0.4 + 0.3
Ans:5 ( 2 + 2 ) _____5.) (75x2)
4)2, 8, 26, 80, ____ 10
Ans:242 ( x 3 + 2 )
5)36, 69, 135, 267, ____
Ans:531 ( x 2 3 )
J. Additional activities for Answer Math Challenge on page Study each sequence. Give the Study the following sequence of figure. Give the differences and similarities of
application and 223 rule used then give the missing Then, draw the next figure and write expression and equation using Venn
remediation term. the rule used to find the answer. Diagram
105, 100, ____, 75, ____
6, 10, 15, 21, ____, ____
3, 7, 19, ____, 163, ____
4, 6, 10, ____, ____, 66
Answer:

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encountered which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?