Learning Area Mathematics Grade Level Six

W2 Quarter Third Date

I. LESSON TITLE Writing Rules for Sequence

II. MOST ESSENTIAL LEARNING Formulates the rule in finding the nth term using different strategies (looking for a
COMPETENCIES (MELCs) pattern, guessing and checking, working backwards) MELC 38
Differentiate expression from equation MELC 39
III. CONTENT/CORE CONTENT Patterns and Algebra
Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
A. Introduction

The encircled numbers 4, 8, 12, 16, 20, 24, and 28 form a number
sequence. A number sequence is a list of numbers in which successive
terms follow a rule or a pattern. Each number in a sequence is called a
term.

If we take any two successive terms of the circled numbers on the

calendar, the difference between them is 4. Also if we add 4 to the
previous term, we will get the next number in the sequence. Therefore,
the rule in the sequence 4, 8, 12, 16, 20, 24 is adding 4 to the term
before it.
Sequence Rule Nth term Next
Rule Three
Term
a. 3, 6, 9,12,… Every term after the 3n 15, 18, 21
first is obtained by
adding 3 to the
number preceding it.
(0+3), (3+3), (6+3),
(9+3),…
or
Multiples of three
(3x1), (3x2),(3x3),
(3x4),…
b. 1, 4, 9, 16,… Multiply the counting 25, 36,
numbers by itself or 49
squaring counting
numbers.

c. 3, 1, -1, -3, Every term after the -2(n-1)+3 -5, -7, -9

… first is obtained by or 5-2n
adding (-2) to the
number preceding it.
3, [3+(-2)], [1+(-2)], [-
1+(-2)], …
d. 2, 3, 4, 5, .. First term = 1+(1)=2 n+1 6, 7, 8
Second term= 2+(1)=3
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
Third term = 3+(1)= 4
Fourth term = 4+(1) = 5
e. 2, 4, 6, 8, … First term= 2 x (1)=2 2 x n or 10, 12,
Second term= 2x(2)=4 2n 14
Third term = 2 x (3) = 6
Fourth term = 2 x (4) = 8

Example 2: 2, 5, 8, 11, …

Working backwards, you will notice a pattern that subtracts 3 to get the next
term on the left. Now think of a way on how you will get each term having a
common difference of 3.

Using guess-and-check strategy:

Let n represent a counting number.

Guess Check Conclusion

3xn+1 3x1+1=4 This rule is wrong
because the first term
in the pattern 2, 5, 8,
11 is 2 not 4
3xn–2 3x1–2=1 This is also wrong. The
first term should be 2
not 1.
3xn–1 3x1–1=2 The rule is exact for the
first term.
Let’s also check the The rule is also exact
rule for the other three for the other three
terms. terms.
3x2–1=5
3x3–1=8
3 x 4 – 1 = 11
So the nth for the sequence 2, 5, 8, 11, ... is 3 x n – 1 or 3n – 1.
In this example, the rule 3n – 1 is what we call expression.
While 3n – 1 =4 is what we call equation.

Let’s take a look at this table:

EXPRESSION EQUATION

2+5 2+5=7

2y – 4 2y – 4 = 14

14 – 3 14 – 3 = 11

5n + 6 5n + 6 = 26

10 ÷ 2 10÷ 2 = 5

In the table, the given in the first column are examples of expression while
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
second column are examples of equation. An expression is a number, a
variable, or a combination of numbers and variables and operation
symbols while an equation is a mathematical statement where values of
two mathematical expressions are connected by equal sign.

B. Development Learning Task 1: Study the following sequence of figures. Then, draw the
next figure and write the related number sequence for each illustration.

4. How many matches have been removed in the second picture?

C. Engagement Learning Task 2: Write whether each number is an expression or an

equation. Write the answers on a sheet of paper.

1.16−6=10 2. 4⋅2+1
3. x÷25 4. y+8=40
5. 2x+10= 2(x+5) 6. 8x + 12
7. (2+3)x4 8. (3+1)x5=20
9. 3y-4 10. 4x=12

Learning Task 3: Find the three next n-term of the sequence:

1. 7, 11, 15, 19, 23...

2. 1, 9, 17, 25, 33..
3. 2, 5, 8, 11, 14…
4. 9, 18, 27, 36, 45…
5. 13, 14, 15, 16 17...
D. Assimilation Learning Task 4: Find the pattern and write its expression.

1. 12, 15, 18, 21,24,…

 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
2. 45, 40, 35, 30, 25, …
3. 1, 8, 27, 64, 125,….
4. 4, 8, 12, 16, ….
5. ½ , 1,1 ½, 2, 2 ½ ,…
V. ASSESSMENT
(Learning Activity Sheets for
RUBRIC 3 2 1
Enrichment, Remediation or Conceptual Understanding: Appropriately Able to Partially able
Assessment to be given on -describing and explaining demonstrate, demonstrate, to
Weeks 3 and 6) patterns applies and apply and demonstrate,
explain: explain apply or
-Pattern and --Pattern and explain:
pattern rules pattern rules ---Pattern and
-relationship -relationship pattern rules
between a between a -relationship
concrete or concrete or between a
pictorial pictorial concrete or
representation or representation or pictorial
equation equation representation
or equation
Procedural Knowledge: Accurate; rarely Generally Partially
-identifies and describes makes errors in: accurate; make accurate;
pattern in a figure/chart identifying and few errors: makes
describing patterns identifying and frequent minor
in figures or chart describing errors;
patterns in figures - identifying
or chart and describing
patterns in
figures or chart

Problem-Solving Skills: Uses appropriate, Uses appropriate With limited

-Solves and create often innovative, problem solving help, uses
problems involving patterns problem-solving strategies problem –
and mathematical strategies with high successfully solving with
relationships degree of success --creating partial success
-creating concrete concrete - creating
representation of representation of concrete
patterns- patterns- representation
of patterns-

VI. REFLECTION  The learners communicate the explanation of their personal

assessment as indicated in the Learner’s Assessment Card.
 The learners will write their personal insights about the lesson in
their notebook using the prompts below:
I understand that .
I realize that .
I need to learn more about .

Prepared by: Donna R. Santos Checked by: MIRZA J. LINGA