Learning Area MATHEMATICS 5 Grade Level FIVE

W6 Quarter 3RD QUARTER Date Week 6

I. LESSON TITLE Formulating the Rule in Finding the Next Term in a Sequence
Using Different Strategies ( Looking for a Pattern, Working Backwards, etc ) to
Solve for the Unknown in Simple Equations Involving One or More Operations on
Whole Numbers and Fraction
II. MOST ESSENTIAL LEARNING Formulates the rule in finding the next term in a sequence. MSAL-IIIf-6
COMPETENCIES (MELCs) Uses Different Strategies ( Looking for a Pattern, Working Backwards, etc ) to
Solve for the Unknown in Simple Equations Involving One or More Operations on
Whole Numbers and Fraction MSAL-IIIf-14
III. CONTENT/CORE CONTENT Demonstrates Understanding the Concept of Sequence and Solving Simple
Equations
Suggested
IV. LEARNING PHASES Timeframe
Learning Activities

A. Introduction Day 1 (Formulating the Rule in Finding the Next Term in a Sequence- MSAL-IIIf-6)
Panimula I. A Number Sequence is a list of numbers in which successive terms
follow a rule of pattern. Each number in the sequence is called a term.
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.
In this lesson, you will formulate rule in finding the next term in a sequence.
A. Let us explore the process.
Look for the pattern in the sequence of the numbers.

1, 3, 6, 10, 15, 21
Looking at the pattern of the numbers, to find the 2nd term add 2, for the 3rd
term add 3, for the 4th term add 4, for the 5 th term add 5, and for the 6th term
add 6. Therefore, the rule in the sequence is (+2, +3, +4, +5, +6).
B. Look for the rule and find next three terms of the sequence.

3, 6, 12, 24, ___, ___, ___

x2 x2 x2 x2 x2 x2
Solution:
Rule: Multiply by 2. (x 2)
3 x 2 = 6
6 x 2 = 12
12 x 2 = 24
24 x 2 = 48
48 x 2 = 96
96 x 2 = 192
Therefore, the next three terms of the sequence are 48, 96, and 192. The
sequence is 3, 6, 12, 24, 48, 96, and 192.
C. Let us find the missing terms and rule used in the situation below.

1 3 7 15 ?
Can you find the pattern or sequence used? What is the next term in the
sequence?
 Suggested
IV. LEARNING PHASES Timeframe
Learning Activities

Rule: Multiply by 2 and add 1. ( x 2 + 1)

2nd term: 1 x 2 + 1 = 3
3rd term: 3 x 2 + 1 = 7
4th term: 7 x 2 + 1 = 15
So, the 5th term is, 31.
5th term: 15 x 2 + 1 = 31
Therefore, the pattern or rule used in the sequence was x 2 + 1, or +2, +4, +8,
+16.

(Using Different Strategies ( Looking for a Pattern, Working Backwards, etc ) to Solve for the Unknown in Simple
Equations Involving One or More Operations on Whole Numbers and Fraction - MSAL-IIIf-14)

II. There is no simple way for solving a problem, unlike exercises. We can
get better at solving problems, by building up our background knowledge
and by simply practicing. As we solve more problems, we learn strategies
that can be useful.
In this lesson you will use different strategies to solve for the unknown in simple
equations involving one or more operations on whole numbers and fraction.
Let’s explore the process.
Example:
Gatid Elementary School won a contest and gets to send 10 students to trip
in Enchanted Kingdom. All interested students were assigned numbers and
the principal has started reading off the numbers for the students who will
attend:
12, 27, 42, 57, ...
Jairus realizes there is a pattern to these numbers. She has number 82 and
wonders if she will be chosen to go on the trip this time.
You should first notice that this is an ascending pattern so the rule likely
involves multiplication or addition.
Look at the numbers at the beginning of the sequence. Think: "What could
you do to 12 to get 27?"
You could add 15.
You could multiply by a mixed number.
You could do a combination of two or more operations.
Next, check if any of these potential pattern rules work with the rest of the
sequence.

Consider 27 and 42.

 If you add 15 to 27 you get 42.
 So the pattern rule "add 15" seems to work.
Now, make sure "add 15" works throughout the whole sequence.

12, 27, 42, 57, 72, 87,102, 117, 132, 147

So, 82 will not be chosen, so Jairus won't be going on the trip this time.
 Suggested
IV. LEARNING PHASES Timeframe
Learning Activities

B. Development Day 2 Learning Task No. 1

Pagpapaunlad A. Write the missing term.
1. 12, 17, 22, 27, ____
2. 64, 67, 70, ____
3. 56, 49, 42, 35, ____
4. 3, ____, 27, 81
5. 78, 70, 62, ____

B. Formulates 5 rule or pattern of your own. Write one number sequence

for each rule.
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________

C. Engagement Day 3 Learning Task No. 2

Pakikipagpalihan A. Find the missing terms and write the rules.
1. 5, 6, 8, ___, 15
2. 18, 20, 24, ___, 38
3. 14, 17, 20, 23, ___
4. 24, 30, 36, 42, ___
5. 1, 10, 100, ____

B. The block above is the sum of the two blocks below. Fill in the missing
blocks.
426

44
27 10 34 37 7

D. Assimilation Day 4 Learning Task No. 3

Paglalapat Solve the given problems. Write your answers in your answer sheet.
1. Carol has written a number pattern that begins with 1, 5, 9, 13, 17. If
she continues this pattern, what are the next four numbers in her
pattern?
2. You save Php10 on Monday. Each day after that, you save twice as
much as you saved the day before. If this pattern continues, how
much would you save on Friday?
3. Daisy saves part of her allowance in her piggy bank everyday. On
the first day, she saved Php 1.00. On the second day she saved
Php 2.00. On the third day, she saved Php 5.00. On the fourth day,
she saved Php 14.00. If this pattern continues, how much will Anna
save on the sixth day?
 Suggested
IV. LEARNING PHASES Timeframe
Learning Activities
4. Brian gave 10 stamps from his collection to both Sam and Rob. Then
he gave 14 stamps to Kathy and 6 stamps to Grace. He still had 275
stamps. How many stamps were in Brian’s collection to begin with?
5. Mrs. Cruz baked some cookies for the school bake sale. Karin bought
3 of the cookies and Jomari bought 2. Mr. Fajilago bought 1 dozen of
the cookies. Justine and Scarlett each bought 6 cookies. Then Ms.
Valenzuela bought 4 of the cookies. That left only 3 cookies for Daryl
to buy. How many cookies did Mrs. Cruz bake for the sale?
V. ASSESSMENT Day 5 Give the pattern rule of the following sequences.
(Learning Activity Sheets for
Enrichment, Remediation or 1. 24, 30, 36, 42, 48
Assessment to be given on Weeks
3 and 6) Rule: ___________________________________
2. 60, 56, 52, 48, 44
Rule: ___________________________________
3. 99, 110, 121, 132, 143
Rule: ___________________________________

Read, analyze and solve the following problems.

1. Brady was trying to decide when to get up in the morning. He needs
45 minutes to get ready for school. It takes him 25 minutes to drive to
school. He wanted to get to school 20 minutes early to use the library.
If school starts at 7:30, what time should he get up?
2. Amy and Judy sold 12 show tickets altogether. Amy sold 2 more
tickets than Judy. How many tickets did each girl sell?
VI. REFLECTION  The learner communicates the explanation of their personal
assessment as indicated in the Learner’s Assessment Card.
 The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Prepared by: Checked by:

Millien B. Alcantara Anna Liza T. Cruz