BUILDING AND ENHANCING NEW LITERACIES ACROSS THE
CURRICULUM
SY 2023-2024
I. Objectives
A. Content Standards Content Standard Demonstrates understanding
of key concepts of sequences, polynomials
and polynomial equations.
B. Performance Is able to formulate and solve problems involving
Standards sequences, polynomials and polynomial equations in
different disciplines through appropriate and accurate
representations.
C. Learning M10AL-Ia-1
Competencies (with Generates patterns.
code)
D. Specific Objectives At the end of the lesson, the students should
be able to:
1. Students will work in multicultural
groups to solve algebraic problems that
require pattern recognition and algebraic
reasoning. Through collaboration, they
will share different cultural perspectives
and approaches to problem-solving,
enhancing their social literacy and
appreciation for diverse viewpoints
while solidifying their algebraic skills.
2. Students will identify and analyze
algebraic patterns present in various
cultural artifacts. They will then create
their own patterns inspired by these
artifacts, demonstrating their
understanding of algebraic concepts
such as sequences, functions, and
transformations.
3. Generates and describes patterns using symbols
and mathematical expressions.
II. Content
A. Topic Patterns and Algebra
III. Learning Resources
A. References Teacher’s Guide (TG) in Mathematics 10, pp. 14 –
15
Learner’s Module (LM) in Math 10, pp. 9 - 10
B. Other References e-Math Worktext in Math by Orlando Oronce and
Marilyn O. Mendoza, pp. 1 – 3
C. Other Learning EASE Module 1 on Searching Patterns, Sequences and
Resources Series, pp. 1 – 5
IV. Procedures
A. Review ACTIVITY: Guess My Rule
Note to the Teacher:
The teacher will show strips with four or five numbers
written in a sequence.
Example:
a. 1, 3, 5, 7, ……
b. 1, 4, 7, 10, ……
The teacher may ask the students what number comes
next. Usually a student will correctly guess.
Example:
a. 1, 3, 5, 7, …… (expected answer: 9)
b. 1, 4, 7, 10, ….. (expected answer: 13)
Ask for the next number in the sequence of example a.
Ask the student who answered how she or he knew
that was correct. Students will offer explanations such
as “You’re skipping a number every time”. If they
don’t bring it up themselves, point out that these are
odd numbers
Do the same for Example B.
Ask the students to explain the pattern.
B. Engage ACTIVITY: What’s Next
(Presentation of
Each item below shows a pattern. Answer the given
Lesson)
questions.
1. What is the next shape? (expected answer: )
, ,, , , _______
2. What is the next number? (expected answer: 20)
What is the 10th number? (expected answer: 36)
0, 4, 8, 12, 16, ____
3. What is the next number? (expected answer: -16)
What is the 8th number? (expected answer: -26)
9, 4, -1, -6, -11, ______
The set of shapes and the sets of numbers in the above
activity are called sequences.
A sequence maybe generated from shapes, patterns, or
rules. Each number in sequence is called a term. Each
term is identified by its position in the ordered list. The
terms are usually denoted by a1, a2, a3,…or t1,t2, t3, ….
D. Explore (Discussion) Look at this example. Lorna, a 2nd year student in a certain
public school, is able to save the money her ninongs and
ninangs gave her last Christmas. She then deposits her
savings of P1,000 in an account that earns 10% simple
interest. The total amount of interest she earned in each of
the first 4 years of her saving is shown below:
Year 1 2 3 4
Total amount 10 20 30 40
The list of numbers 10, 20, 30, 40 is called a
sequence. The list 10,20,30,40 is ordered because the
position in this list indicates the year in which that total
amount of interest is earned.
Now, each of the numbers of a sequence is called
a term of the sequence. The first term in the sequence 10,
20, 30, 40 is 10, the second term is 20, while the third term
is 30 and the fourth term is 40. It is also good to point out
that the preceding term of a given term is the term
immediately before that given term. For example, in the
given sequence 20 is the term that precedes 30.
E. Developing Mastery Ask the students to answer the following in pairs.
(Leads to formative
assessment)
DIRECTION: Find the next two terms of each sequence.
4. 4, 7, 10, 13, … (expected answer: 16, 19)
5. 15, 7, -1, -9, … (expected answer: -17, -25)
6. 7, 14, 28, 56, …. (expected answer: 112, 224)
3 3
7. 24, -12, 6, -3, …. (expected answer: , )
2 −4
Finding Practical GROUP ACTIVITY:
Applications of
Concept and Skills Exploring Cultural Patterns:
in daily living
Direction: Identify and analyze patterns in
architectural designs, and crafts patterns from
various cultures, create a set of patterns and
sequence from the following image. Share your
work to the class.
Making Guide Questions for Generalization:
generalizations and
abstractions about How do you find the next few terms of a sequence?
(Given at least the first 3 terms of a sequence, you can
the lesson
easily find the next term in that sequence by simply
discovering a pattern as to how the 3 rd term is derived
from the 2nd term, and the 2nd from the 1st term. You will
find that either a constant number is added or subtracted
or multiplied or divided to get the next term or a certain
series of operations is performed to get the next term. This
may seem hard at first but with practice and patience in
getting them, you will find that it’s very exciting.)
Evaluating Learning I. Find the next two terms of each sequence.
a. 15, 7, -1, -9, …. (expected answer: -17, -25)
b.
(expected answers:)
c. d. e.
Additional activities Supplementary Activity 1 – Why are Policeman
for application or Strong?
remediation Supplementary Activity 2 - Use patterns to complete
the table
or the Teacher may ask the student to use ICT and
search on the web using the URL
http.//www.mathisfun.com/algebra/sequences-
series.html
Prepared by:
Edjohn Paul V. Vinluan
BSEd-2D MATH
Checked by:
Roland DG. Morta
Instructor
