National Training of Trainers on
Critical Content of K to 10 Program
April 23 to May 4, 2018
Makati City
DEPARTMENT OF EDUCATION
How many
faces can you
see?
BUREAU OF CURRICULUM DEVELOPMENT
Session 1: PATTERNS
DEPARTMENT OF EDUCATION
Session 1 Objectives
This session aims to develop and deepen the participants’
understanding on the critical content and competencies in
Mathematics Grade 4. More specifically, they should be able
to:
determine the missing term/s in a sequence of numbers (e.g.
odd numbers, even numbers, multiple of a number, factors of a
number, etc.)
construct assessment items on determining the missing terms
in a sequence.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SEQUENCE
- an ordered set of numbers, letters, shapes or symbols
- each number, letter, shape or symbol in the sequence
is called a term
PATTERNS
- can be recognized, named, extended, and created
using shapes, numbers, and symbols with their
attributes.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SEQUENCE OF NUMBERS & LETTERS
Determine the pattern of the sequence.
1) x, y, z, x, y, z, ... 4) 6, 13, 27, 55, ...
2) 2, 5, 8, 11, … 5) 15, 12, 9, …
3) 2, 4, 8, 16, … 6) 48, 24, 12, …
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SEQUENCE OF NUMBERS & LETTERS
Determine the next three terms.
1) x, y, z, x, y, z, ... 4) 6, 13, 27, 55, ...
Answer: x, y, z Answer: 111, 223, 447
2) 2, 5, 8, 11, … 5) 15, 12, 9, …
Answer: 14, 17, 20 Answer: 6, 3, 0
3) 2, 4, 8, 16, … 6) 48, 24, 12, …
Answer: 32, 64, 128 Answer: 6, 3, 1 ½
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SEQUENCE OF SHAPES & SYMBOLS
Look for the pattern in each sequence then determine
next three terms.
1. , , , , ____
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SEQUENCE OF SHAPES & SYMBOLS
Look for the pattern in each sequence then determine
next three terms.
2. , , , , ____
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SEQUENCE OF SHAPES & SYMBOLS
Look for the pattern in each sequence then determine
next three terms.
3. , , , ____
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SEQUENCE OF SHAPES & SYMBOLS
Look for the pattern in each sequence then determine
next three terms.
4. A, C, E, G, I, ____
5. AZ , BY, CX, ____
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
THINK-PAIR-SHARE
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
1. Given the table below, find the missing terms and
state the rule.
Position 1 2 3 4 5 6
Value of Term 9 22 35 48
+13 +13 +13 +13 +13
A pattern is to add 13 to each term to get the next term.
48 + 13 = 61 61 + 13 = 74
So 61 and 74 will be the next terms in the arithmetic
sequence.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
2. Extending Arithmetic Sequences
Identify a pattern in each sequence and then
find the missing terms.
48, 42, , , , 18, 12, . . .
–6 –6 –6 –6 –6 –6
Look for a pattern. A pattern is to subtract 6
from each term to get the next term.
42 – 6 = 36 36 – 6 = 30 30 – 6 = 24
So 36, 30, and 24 are the missing terms.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
3. Each month, Eva chooses 3 new DVDs from her DVD
club. How many DVD’s will she have on the 4th month?
Eva’s DVDs
Position Month DVDs Value
1 3 +3
2 6 +3
3 9
+3
4 12
The number of DVDs Eva has after each month
shows a pattern: Add 3. This pattern can be written
as a sequence. 3, 6, 9, 12, 15, 18, 21 … Therefore,
by the 4th month, Eva will have 12 CD’s.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
4. Identify the pattern in the sequence and
name the next three terms.
, , ,24, 19, 14 , 9
+5 +5 +5 +5 +5 +5
Look for a pattern. As the missing terms are at the
beginning of the pattern. Working backwards,
pattern is to add 5 to get the next term.
24 + 5 = 29 29 + 5 = 34 34 + 5 = 39
So 29, 34, and 39 will be the next three terms.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
5. What do you have to do to each number in
Column A to get the number next to it in Column B?
10 ÷ 2 = 5
15 ÷ 3 = 5
25 ÷ 5 = 5
50 ÷ 10 = 5
The numbers in Column A are divided by 5 to get
the numbers in Column B.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
6. Identify a pattern in the sequence. Name
the missing terms.
24, 34, 31, 41, 38, 48, , , ,…
+10 –3 +10 –3 +10 –3 +10 –3
A pattern is to add 10 to one term and
subtract 3 from the next.
48 – 3 = 45 45 + 10 = 55 55 – 3 = 52
So 45, 55, and 52 are the missing terms.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
7. Here is a number pattern. What three numbers should go in
the boxes?
-1 -1 -1
+1 +1 +1
The first pattern is to subtract 1 from the previous number.
The second pattern is to add 1 to the previous number.
100 - 1 = 99, 99 - 1 = 98, 98 - 1 = 97
1 + 1 = 2, 2 + 1 = 3, 3 + 1 = 4
So, the numbers that should go in the boxes are 3, 97 and 4.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
8. The daily start times for showing a movie are
listed below. If this pattern continues, what is the start
time for the 4th show?
A pattern is to add an hour and a half ( 1 hr and 30 mins).
2:00 + 1 hr 30 mins = 3:30 3:30 + 1 hr 30 mins = 5:00
5:00 + 1 hr 30 mins = 6:30
So, the fourth show will start in 6:30 p.m.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
9. A sequence of four figures is shown below. If
the figures were continued, how many circles would
there be in Figure 10?
1 + 2 =3 3 + 2 =5 5 + 2 =7
For each figure, two circles, that is, one circle on each
edge is added.
Thus, figure 5 will have 9 circles; Figure 6, 11 circles;
figure 7, 13; figure 8, 15; figure 9, 17; and figure 10,
19 circles.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
10. Jean is arranging squares in the following way.
Draw figure 5.
For each figure, 2 squares are added at the right.
Figure 4 will be
While Figure 5 will be
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
ENRICHMENT
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
1. Find the value of x in the pattern illustrated below.
Show your solution.
2 + 4 = 6; 4 + 6 = 10; 6 + 8 = 14
6 + 10 = 16; 10 + 14 = 24
16 + 24 = 40
X = 24
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
2. Here is part of a wall chart that lists numbers from 1
to 100.
43
53 X = 64
?
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
3. Here is the beginning of a pattern of tiles..
If the pattern continues, how many tiles will be in Figure 6?
Answer:
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
4. Carlo has to form figures 1 to 4 with matchsticks.
Figures 1, 2, and 3 are shown below. He needs four
matchsticks to form figure 1, seven matchsticks to form
figure 2, and ten matchsticks to form figure 3. He uses the
same rule each time to make the next figure in the pattern.
How many matchsticks will he need to form figure 4?
Answer: 13 matchsticks; 3 matchsticks are added for each succeeding figure.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
CREATE YOUR OWN SEQUENCE
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
CREATE YOUR OWN SEQUENCE
1.Individually, construct a sequence of numbers,
shapes or symbols. Include the rule on how to
find the missing term.
2.Choose the best 2 sequences within the group.
3.Present the sequence to the class. Challenge
another group to answer the sequences within 1
minute*.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
BUREAU OF CURRICULUM DEVELOPMENT
Session 2: ALGEBRA
DEPARTMENT OF EDUCATION
Session 2 Objectives
This session aims to develop and deepen the participants’
understanding on the critical content and competencies in
Mathematics Grade 4. More specifically, they should be
able to:
Finds the missing number in an equation involving properties
of operations.
Construct an assessment items on finding the missing number
in an equation involving properties of operations.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Solve mentally.
18 × 5 = ?
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Properties of Addition/Multiplication
COMMUTATIVE PROPERTY OF ADDITION
a. (40 + 5) + (n + 15) = ( n + 15) + (40 + ___)
b. ( 8 + 3 ) +( 4 + 7) = ( ____ + 4 ) + ( 3 + ___ )
COMMUTATIVE PROPERTY OF MULTIPLICATION
a. 6 × 5 × 7 = ___ × 5 × 6
b. ___ × 5 × 6 =6 × ___ × 10
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Properties of Addition/Multiplication
ASSOCIATIVE PROPERTY OF ADDITION
a. ( 3 + 8 ) + 9 = 3 + ( ___ + 9 )
b. 6 + ( ___ + 5) =(6 + 2) + ___
ASSOCIATIVE PROPERTY OF MULTIPLICATION
a. (5 × 10) × 9 = 5 × (10 × ___)
b. 9 × (8 × ___) =(___ × 8) × 6
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Properties of Addition/Multiplication
IDENTITY PROPERTY OF ADDITION
a. 9 + _____ = 9
b. 5 + (6 + 0) = 5 + _____
IDENTITY PROPERTY OF MULTIPLICATION
a. 1 × 6 = ___
b. ___ × 25 = 25
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Properties of Addition/Multiplication
ZERO PROPERTY OF MULTIPLICATION
a. 12 × _____ = 0
b. 0 × 33 = ____
DISTRIBUTIVE PROPERTY OF MULTIPLICATION
OVER ADDITION
a. ( 10 x 2) + (10 x 5) = ___ ( 2 + 5)
b. 4 × (5 + 6) = (4 × ____) + (____× 6)
c. 6 x (5 + 10) =( ____ x 5) + (6 x ___ )
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Property Used:
Commutative Property of
Addition
Why?
They have the same score
as they landed on the same
numbers only in a different
order.
Reference: https://learnzillion.com/lesson_plans/3624-4-understand-the-commutative-property-when-using-3-addends-c/?card=50237
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Property used:
Associative Property of
Addition
Why?
It is better to group
together 5 + 5 first as they
sum up to 10, then add 9 to
get 19.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
“HELP ME FIND MY MISSING PART”
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
CREATE YOUR OWN PROBLEM
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
CREATE YOUR OWN PROBLEM
1.By group, construct an assessment
about the properties of
addition/multiplication (5 items; 1
should be a word problem)
2.Present the sequence to the class.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
With a for teaching,
LEARNING IS POSSIBLE.
BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Angel Rocena
[email protected]
[email protected]
BUREAU OF CURRICULUM DEVELOPMENT
