Republic of the Philippines

Department of Education
Region I
Schools Division Office I Pangasinan
BATIARAO ELEMENTARY SCHOOL
Batiarao, Anda, Pangasinan

SEQUENCE SENSEI

A Mathematical Investigation for Grade 4

CARL BREN C. LACANA

NIKKI GRACE C. ALCALA

KIMBERLY C. CICAT

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 TABLE OF CONTENTS

PRELIMINARIES PAGE

Title Page………………………………………………………………………1

Table of Contents……………………………………………………………2

INTRODUCTION………………………………………………………………3

STATEMENT OF THE PROBLEM………………………………………..3

CONJECTURES……………………………………………………………….3

VERIFYING CONJECTURES………………………………………………4

JUSTIFICATION……………………………………………………………...6

SUMMARY………………………………………………………………………9

POSSIBLE EXTENSIONS……………………………………………………9

REFERENCES…………………………………………………………………10

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 INTRODUCTION
Grade 4 marks an exciting stage in mathematics education, where
students begin to explore and recognize patterns in numbers. Number
patterns, also known as sequences, are ordered sets of numbers with a
consistent rule or relationship between consecutive terms. Understanding
and analyzing number patterns not only strengthens mathematical skills
but also fosters logical thinking and problem-solving abilities. This
investigation aims to empower Grade 4 students to investigate and
understand various number patterns.

STATEMENT OF THE PROBLEM

The investigation focuses on uncovering the patterns and
characteristics of number sequences. Students will explore questions such
as:

 What defines a number sequence or pattern?

 How can we identify and describe the rule or relationship governing a
sequence?
 Are there different types of number patterns, and if so, what
distinguishes them?
 What strategies can we use to predict future terms in a sequence?

CONJECTURES

Based on initial observations and discussions, several conjectures

arise:

1. A number sequence is a series of numbers arranged in a specific

order based on a consistent rule or pattern.

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 2. Patterns involving multiplication or division can be represented as
geometric sequences.
3. Some number sequences may follow unique rules or patterns not
fitting into arithmetic or geometric categories.

VERIFYING CONJECTURES

To verify these conjectures, students will engage in hands-on

activities and explorations. They will analyze given number sequences,
identify patterns or rules, and predict future terms based on the observed
patterns. Students will also create their own number sequences and
challenge their peers to identify the underlying rules.

Verify Conjecture 1

Table 1. Multiplication table of 2.

2x1 2
2x2 4
2x3 6
2x4 8
2x5 10
2x6 12
2x7 14
2x8 16
2x9 18
2 x 10 20

Table 1 shows that in the table of 2, its multiples 2, 4, 6, 8, 10…

form a number pattern where the next number is obtained by adding 2 to
the preceding one.

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 Figure 1. Number pattern in the table of 2.

We’ve seen the multiples of a number n exhibit a pattern where you’ll

get the next number in the series by adding n to the last number. Such a
sequence found in a number series is a number pattern.

Verify Conjecture 2

A geometric sequence (geometric progression) is an ordered set of

numbers that progresses by multiplying or dividing each term by a common
ratio.

If we multiply or divide by the same number each time to make the

sequence, it is a geometric sequence.
The common ratio is the same for any two consecutive terms in the
same sequence.

Figure 2. Geometric Number pattern.

Figure 2 shows an example of a geometric pattern. Here, the common

ratio is 2, and we get the following number in the sequence by continuously
multiplying two by the last number.

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Verify Conjecture 3

Figure 3. Spiral Pattern

Figure 3 shows a pattern which is not arithmetic nor geometric, this

is called the Fibonacci Sequence.

In figure 3, it shows a series 0, 1, 1, 2, 3, 5, 8… the next number in

the Fibonacci series is the sum of the last two numbers. Here, the 7 th
number, 8, is the sum of the 5th number 3 and the 6th number 5, 3 + 5 = 8.
So, the nth number in the Fibonacci series is the sum of (n-2)th and (n-1)th
number.

JUSTIFICATION

Justification for Conjecture 1

The common example of number patterns is multiplication tables. For

instance, in the table of 8, we get the next number in the series by
continuously adding 8 to the last number (see figure 4). So, we get a
number sequence/pattern: 8, 16, 24, 32, 40, 48…

Figure 4. Number Sequence in the table of 8.

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Example 1: Find the following number in the number patterns 7, 14,
21, 28, 35…

Solution: Multiples of 7 form the given sequence. Here, the difference

between two consecutive numbers is 7.

So, the next number will be : 35 + 7 = 42

Justification for Conjecture 2

We get the geometric sequence formula by looking at the Figure 4.

Figure 4. Sample of geometric sequence.

We can see the common ratio (r) is 2, so r = 2.

a 1is the first term which is5 ¿

¿

a 2is the second term which is10 ¿

¿

a 3is the third term whichis 20 ¿, etc.

¿

The geometric sequence formula is,

n−1
a n=a1 (r)

Where,

a n is the nth term (general term)

a 1 is the first term,

n is the term position,

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 and r is the common ratio

Example: Continuing a geometric sequence

Calculate the next three terms for the geometric progression 1, 2, 4, 8,

16…

Step 1. Take two consecutive terms from the sequence.

Let’s say 2 and 4

Step 2. Divide the second term by the first term to find

r=4÷2

r=2

Step 3. Multiply the last term in the sequence by the common

ratio to find the next term. Repeat for each new term.

16 x 2 = 32

32 x 2 = 64

64 x 2= 128

The next three terms is the sequence are 32, 64, and 128.

Justification for Conjecture 3

We can generate the Fibonacci Sequence of numbers by adding the

previous two numbers together to work out the next term.

First and second terms:

We start with 0, 1

0 + 1 = 1, so the third term is 1.

Sequence: 0, 1, 1

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 Fourth Term:

1+1=2

Sequence: 0, 1, 1, 2

Fifth Term:

1+2=3

Sequence: 0, 1, 1, 2, 3

We can continue to follow the pattern to generate an infinite sequence.

SUMMARY

This investigation provides Grade 4 students with the opportunity to

explore and understand various number patterns. By engaging in analytical
tasks and investigations, students develop a deeper appreciation for
mathematics while honing their critical thinking skills.

POSSIBLE EXTENSIONS

Potential extensions of this investigation include:

 Investigating more complex patterns involving multiple operations,

such as alternating addition and multiplication.
 Exploring recursive sequences and their recursive formulas.
 Introducing real-world contexts for number patterns, such as growth
patterns in nature or sequences in music.
 Analyzing the convergence or divergence of infinite sequences to
introduce concepts of limits.

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 REFERENCES

1. https://thirdspacelearning.com/gcse-maths/algebra/sequences/

2. https://www.sciencefocus.com/science/what-is-the-fibonacci-sequence

3. 21ST Century Mathematics Textbook

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