DETAILED LESSON PLAN IN MATHEMATICS

GRADE V
WEEK 6 (3rd Quarter)

I. OBJECTIVES
At the end of the lesson the pupils are expected to:
a. Describes number patterns through an activity;
b. Formulate the rule in finding the next term in a sequence.; and
c. Demonstrate understanding of the concept of pattern and solving simple
equation.
II. SUBJECT MATTER
Topic: PATTERN AND SEQUENCE NUMBERS
Instructional Materials: Laptop, Pictures, Paper and Pencil
References: https://depedclub.com/3rd-quarter-grade-5-daily-lesson-log-dll-
update/
Values Integration: Teamwork and Enthusiasm.
Strategy: 4 A’s Approach (Activity, Analysis, Abstraction, Application)

Teacher’s Activity Pupils’ Activity

I. Preliminaries
a. Prayer
Kindly stand up and let’s have our
prayer.
Girls can you lead the prayer? In the name of the father, the son,
the holy spirit... Amen.
Before you are going to sit down. Kindly
pick up the pieces of papers and Okay Ma’am.
garbage under your chairs.

b. Greetings
Good Morning Ma’am Gwen!
Good morning Class. Before we are
We’re Good Ma’am.
going to start. I would like to ask to each
and every one of you what or how are
you feeling right now?

c. Checking of the Attendance None Ma’am.

Is there anybody absent in this class
today?
SKLR Ma’am!
d. Setting Classroom Standards  Sit properly.
Now let’s recall what should we do  Keep all your gadget.
when we are having our lesson? Yes,  Listen attentively.
Ikan!  Respect each other.

e. Passing of Assignments

For your
assignment since I
Yes ma’am.

gave you Our topic yesterday was all about

the solid figures.
yesterday. Please Solid figure is a three dimensional

pass it into the figure.

front Cube Ma’am.

in a count of 10. Because they don’t have the same

For your sides and angles.

assignment since I A dice ma’am.

gave you An ice cube ma’am.

yesterday. Please A cylinder Ma’am.

pass it into the

front
in a count of 10. A can of sardine’s ma’am.
Do we have any assignment?

Please pass it into the front in a count of A cup ma’am.

10.

f. Review
What was our topic yesterday? Yes,
Prince? Rectangular prism, triangular
prism, sphere, pyramid and cone
Kiesha what is solid figures? po ma’am.

Okay, Very good.

What is the name of this solid figure?

Mariane?
 Good Job! Give me a real life object of
cube. Lyka? None po ma’am.
Very Good! Another example. JB?
Excellent!

How about this? What is the name of

this solid figure?
Yeshin?

Very Good! A cylinder.

Blesel, can you give me an example of
a real life object of cylinder?

Great Job! Another one, jerken?

Well done! Wow you really understood

our lesson.

What are the other examples of solid

figures? Xiah?

Excellent answer Xiah! Those are the

examples of a solid figures.

These are the solid figures.

Any questions, about our topic last

week?

Now since you already know the solid

figures we are going to proceed to our
topic.

II. LESSON PROPER

A. Activity
 Motivation
Clap time!
(Pupils will start counting and
a. The teacher will be facilitating the
clapping)
activity.
b. All pupils will be participating.
c. The rule will be, the pupils will count
until 1-50 and every count there will be
a twist. The teacher will say clap every
time when odd or even numbers will (The pupils that be caught will
mentioned and so on. answer the missing number at the
d. The pupils that will be caught will be board.)
eliminated and need to answer solve
the pattern in the board.
- 14
- 21
- 40
- 70

B. Analysis
Activity
What Am I?
A. The teacher will be flashing a cards in
front of the class.
B. They must answer if the number in
the cards are odd or even.
C. And they must be observant because
each cards will be have a pattern.
D. But it has a twist each card have a
letter at the back of it. And they must
solve the number sequence in order
to form a word out of it.

(individual activity, each pupils can

Infront of the card answer)

14 17 20 23 26
-even
-odd
29 32 35 1 50 -even
- even
At the back of the card -odd

S E Q U E

N C E The hidden word is ‘SEQUENCE’.

 Well done pupils! Give youself a Good G O O D J O B, Good Job! Good
Job clap. Ready go! Job!

C. Abstraction

PATTERN AND SEQUENCE NUMBER

What is Patterns? Any idea, Drayven? Patterns refer to usual types of

procedures or rules that can be
followed.
Very good! Everyone give driven an ‘ Aling
Dionisha clap. Ready go! 1,2,3 beri good beri good.

Patterns and Sequences. Patterns refer to

usual types of procedures or rules that can be
followed. Patterns are useful to predict what
came before or what might. Come after a set a
numbers that are arranged in a particular
order. This arrangement of numbers is called a
sequence.

(The teacher will play a video about sequence

and pattern)

What have you noticed on the video? Ikan? That an in order to solve the
problem we can use addition,
Good job. subtraction and multiplication to
get the missing number.

Like for example this sequence is descending. It goes down or subtracting.

What is descending?

In this example what have you noticed? The order of the number is
Yeshin? ascending.
 Good job, Yeshin!

In this example every sequence we only

adding 2 to each number until we complete the
pattern.

Another example, who wants to try and

answer? Jerkken?

Only add 3 in each number. So it

goes like this:
2+3=5
5+3=8
8+3=11

Excellent job, Jerken! Everybody give Jerken a G double O D J O B. Good Job2x.

GOOD JOB Clap! Ready go.

Another example, who wants to try? Heslyn?

We only need to multiply each

number, so it goes like this:
1x5=5
5x5=25
25x5=125
125x5=625
625x5=3,125
And the answer is 3,125
Good job, Heslyn! Give her a ‘Kris Aquino
1, 2, 3 Correct!
Clap’. Ready GO!

Just remember a pattern comes after a set a

numbers that are arranged in a particular
order. This arrangement of numbers is called a
sequence.

Now, any questions? Clarifications? None po Ma’am.

D. Application
(The activity will be pairs)
Direction: Pupils will find a partner, they need
to answer the following activities.
1.
a. 18, 17
 b. 10, 11
2.
a. 12,14
b. 12,10
c. 35, 45
d. 38,44
e. 43,39
f. 25,27,31
g. 36,39
h. 50,41,32

Group 1: The Fox

& The Grapes

One afternoon
a fox was walking
through the forest
and spotted a
bunch
of grapes hanging
from over a lofty
branch.
<Just the thing
to quench my
thirst,= he
thought.
Taking a few
steps back, the fox
jumped and just
missed the
hanging
grapes. Again the
fox took a few
paces
back and tried to
reach them but
still
failed.
Finally, giving
up, the fox turned
up
his nose and said,
<They’re probably
sour anyway,=
and proceeded to
walk
away
III.
IV. Evaluation
 V. Assignment

Direction: Answer the following problem.

Ms. Gwen presented these number patterns to his Math class.
1, 3, 7, 15, 31, 63
1, 5, 13, 29, 61

1, 12, 34, 78, 166

Prepared by:
GWYNETH J. BARROGA
SKSU-Student Intern

Checked by:
LEA D. ALUB
Cooperating Teacher