Region VI- Western Visayas

Division of Aklan
District of Altavas

Lesson Plan in
Mathematics 3 & 4
School Grade Level THREE and FOUR
Teacher Learning Areas MATHEMATICS
Teaching Dates
Quarter Third
Time
I. OBJECTIVES GRADE III GRADE IV
The learner demonstrates The learners demonstrate
understanding of continuous and understanding of concepts of
A. CONTENT repeating patterns and continuous and repeating
STANDARDS mathematical sentences patterns and number
involving multiplication and sentences.
division of whole numbers.
The learner is able to apply The learner is able to identify
knowledge of continuous and the missing elements in a
B. PERFORMANCE repeating patterns and number pattern and number sentence.
STANDARDS sentences involving
multiplication of division of whole
numbers in various situations.
Determine the missing term/s in
Determines the missing term/s in
a sequence of numbers (e.g.
C. LEARNING a given combination of
odd numbers, even numbers,
COMPETENCIES/ continuous and repeating
multiples of a number, factors
OBJECTIVES pattern. M3AL-IIIi-4
of a number). M4AL-IIIe-5

II. CONTENT Patterns and Algebra Patterns and Algebra

III. LEARNING
RESOURCES
A. REFERENCES Curriculum Guide p.72 Curriculum Guide p.99
1. Teacher’s Guide
274 - 277 223 - 225
Pages
2. Learner’s Materials
283 - 286 166 - 168
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. OTHER LEARNING Illustrations of the different Illustrations/ drawing of
RESOURCES patterns, work sheets patterns
IV. PROCEDURES

Skip counting by 2s up to 20. T

Skip counting by 3s up to 21.
Skip counting by 4s up to 24.
Skip counting by 5s up to 25.
Write the missing shapes and numbers.

A. Reviewing 1. ͟͟ ͟ ͟͟
previous lesson or
presenting the 2. ͟͟͟͟͟͟ _
new lesson

3. ͟͟ ͟ ͟ ͟

4. 7, 9, 11, ͟ ,15 , ͟ , ͟ _____

5. 1K, 2L, 3M, ͟ , ͟ , 6P _____

T
Present the illustration on the board.
B. Establishing a Ask : What did I do with the stars?
purpose for the What can you say about the arrangement of the stars?
lesson Next, is the number pattern?
5, 10, 15, 20, 25, 30,35
6, 12, 18, 24, 32, 40, 48
What can you say about the number patterns?
 Have the pupils study the given
patterns.
Say : Look at the given set of
shapes. How are the shapes
arranged? What shape should be
put on the line?
_____
Say: Now look at the next set of
figures or objects. How are they
arranged? What pattern was
created? What shape should be
put on the line? Why? Present this situation to the
͟ ͟ ͟ class.
Mr. Villaflor presented these
number patterns to his Math
Say: Now, look at these numbers.
class.
How are the numbers arranged? A. 3, 6, 9, 12, ͟ ͟ , ͟ ͟ ͟
What is the next number in the B. 4, 8, 12, 16, ͟ ͟ , ͟ ͟ .
C.Presenting pattern? Why? C. 45, 37, 29, , , 5
examples/instances 3, 5, 7, 9, ͟ ͟ D. 102, 100, 98, , 94, , 90
of the new lesson Ask: How about in this set of What do you think are the
numbers? missing term/s in A.? What
about B? What about C? What
What number should be put on
about D?
the blanks? Let pupils answer these given
1Z , 2Y , 3X , ͟ ͟ , ͟ ͟ , 6U problems.
Ask: What kind of pattern is given?

Say: These are examples of

repeating patterns. Repeating
patterns are sequences of shapes
or numbers that repeat constantly
and regularly. One can predict
the next term or missing term by
looking at the regularity of the
shapes of figures or numbers
repeated.
G
Group the pupils into 2 groups.
Group the class into 2. Provide a Fill in the missing numbers.
worksheet for each group. Let 1. 10, 12, 14, 16, ͟ ͟ , ͟ ͟ , 22
them identify and write the 2. 15, 20, 25, 30, ͟ , ͟ ,45
D.Discussing new
missing term/s in the given 3. 22, 25, 28, 31, ͟ , ͟ , 40
concepts and
4. 27, 31, ͟ , 39, ͟ , 47, 51
practicing new skills pattern.
5. 73, 67 , 61, ͟ , 49, ͟ , 37
#1 A. Look at the pattern, then draw
the next shape. After all groups have finished
͟ ͟ ͟ ͟ their output, let them display
their work on the board.
 B. What are the next three figures
in this pattern? Draw them.
͟͟͟ ͟ ͟͟

C. What are the next three shapes

in the pattern? Draw them.
͟
͟ ͟ ͟͟

D. Write the missing number. 80,

75, 70, ͟ ͟ ͟ , 60

Ask the groups to present and

discuss their answers on the
Discuss the answers of the groups.
board.
Ask: In letter A, What is the next
Ask them : How did you get the
shape? Why?
missing term in each sequence
E. Discussing new How about in letter B, What is the
of numbers? (We get the
concepts and missing shapes?
missing term/s by subtracting
practicing new skills In letter C, what figures should be
the sequence of numbers to
#2 on the blanks?
get the difference.
In letter D, what are the missing
Determine whether the
numbers?
difference between the terms
are all odd, even or factors of
a number.)

Have the pupils answer Activity 1

and 2 LM. Pp. 284 – 285. I
Find the missing terms of the
following.

1. ͟͟͟
Ask the pupils to answer the
following.
2. ͟ ͟
Find the missing terms in each
3. .
F.Developing of the following number
mastery (leads to sequence.
͟ ͟
Formative 1. 23, 25, 27, ͟ , ͟ ,33
Assessment 3) 2. 32, 37, ͟ , ͟ , 52, 57
4. 52, ͟ , 60, 64, 68
3. 18, 20, 24, ͟ , 38, ͟
5.
4. 55, 54, 51, 46, ͟ , ͟ ,19
͟͟͟͟
5. 1, 5, 25, 125, ͟ , ͟
6. 73, 70, 67, 64, ͟
7. AB CD EF GH IJ ͟ ͟
8. ͟͟͟

9. 4, 8, 12, ͟ , 20, 24
10. 50, 100, 150, ͟ ͟ , 250
 Let the pupils answer Activity 3 LM.
p. 285.
Let the pupils do the activity.
Draw the repeating pattern, using
Find the missing terms.
the following.
1. 10, 20, 30, 40 , ͟ ͟ , 60
1. and
G. Finding practical
application of 2. 5, 7, 9, 11, 13, ͟ ͟ I
2. and
concepts and skills
in daily living 3. 7, 14, 21, 28, 35, ͟ ͟
3. and
4. 2, 4, 8, 16, ͟ , 64
4. M N and P
5. 4, 16, 64, ͟ ͟
5. 7 8 AND 9

How can you identify the missing

H. Making How did you find the missing
term/s in a given pattern of
generalization and term/s in a number sequence?
shapes, figures or numbers? How
abstraction about (To find the missing term, use
can you find the missing numbers
the lesson the difference between terms.)
in a given pattern or sequence?

Let the pupils answer Activity 4 I

LM. p. 286.
Fill in the blank of shapes and Find the missing terms in the
numbers to complete the given number sequences.
pattern. 1. 33, 35, ͟ , 39, ͟ , 43
I. Evaluating
1. 19, 22, ͟ , 28, 31 2. 41, ͟ , 61, 71, ͟
learning
2. 24, ͟ , 34, 39, 44 3. 89, 86, 83, ͟ , ͟
3. 60, 62, 64, 66, ͟ 4. 2, 7, ͟ , 17, 22, ͟
4. ͟ ͟ 5. 50, 46, 42, ͟ , 34, 30

5. ͟ ͟ ͟

J. Additional The pupils answer the

activities for Let the pupils answer Activity 5 LM activity in Apply Your Skills
application or p. 286. LM p. 170 I
remediation

B. REMARKS

C. REFLECTION

A. No. of learners
who earned 80%
in the evaluation

B. No. of learners
who require
additional
 activities for
remediation who
scored below 80%
C. Did the remedial
lessons work?

D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
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?

Prepared by:

SHERYL C. BALBINO
JOCELYN A. VENTURA
District of Altavas