3

NATIONAL MATHEMATICS
PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 8
National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 8
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the
curriculum content, standards, and lesson competencies.

The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of royalties.”

Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource
are owned by their respective copyright and intellectual property right holders. Where applicable, DepEd has sought permission from these owners
specifically for the development and printing of this learning resource. As such, using these materials in any form other than agreed framework requires
another permission and/or licensing.

No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of
Education.

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the
Director of the Bureau of Learning Delivery via telephone numbers (02) 8636-6540 and (02) 6540 or send an email to [email protected].

Published by the Department of Education

Development Team Management Team

Writer: Emerson Lyndon C. Santiago May B. Eclar, PhD, CESO III

Content Evaluator: Ivy Liezl H. Vinluan Jessie L. Amin, CESO V
Language Editor: Analiza V. Verdillo Rosalinda S. Ibarra, PhD
Maristel P. Silva Ma. Editha R. Caparas, EdD
Technical Expert:
Alma L. Baking Joseph D. Reyes, PhD
Maria Divina Amor C. Medina, PhD
 LESSON SCRIPT IN MATHEMATICS 3

Week 8 DAY 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate knowledge and understanding of:

A. Content
Standards  continuous and repeated patterns and mathematical sentence involving multiplication and division of
whole numbers.

The learners will be able to:

B. Performance
Standards ● apply knowledge of continuous and repeating patterns and number sentence involving multiplication
and division of whole numbers.

C. Learning The learners will be able to:

Competencies ● determine the missing term/s in a given combination of continuous and repeating pattern. (M3AL-IIIj-4)

D. Learning At the end of the lesson, the learners will be able to:
Objectives ● determine the missing term/s in a given continuous pattern.

II. CONTENT: DETERMINING THE MISSING TERM/S IN A GIVEN CONTINUOUS PATTERN.

III. LEARNING RESOURCES

Final Matatag Mathematics Curriculum CG 2023 Grades 1-10

A. References What is Pattern in Math? - Definition & Facts - Twinkl USA

B. Other Learning Mathematics – Grade 3

Resources Alternative Delivery Mode
Quarter 3 – Module 12: Determining the Missing Term or Terms in a Pattern
First Edition, 2020

1
 LESSON SCRIPT IN MATHEMATICS 3

RMA Result of Least Learned Competencies in Grade 3

https://www.shutterstock.com/search/flower-pot-clipart

https://www.freepik.com/vectors/tall-plant

https://www.shutterstock.com/search/big-plant-small-plant

https://www.scribd.com/document/542033454/Continuous-and-Repeating-Patterns-Group13#:~:text=Continuous%20patterns%20involve
%20increasing%20elements,increases%20in%20a%20fixed%20orderhttps://learning-center.homesciencetools.com/article/life-cycle-frog/

https://infinitylearn.com/surge/topics/chess-name/

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Good morning/afternoon, class! How are you today? I hope all of you are doing fine.
Knowledge
(7 minutes)
Before we proceed with today’s session, let’s have a recap of our previous lesson on the concept of patterns.
The first group to finish will have a reward. Let’s begin!

Class, I know that all of you know about the District Reading Evaluation is fast approaching. As part of the
school for this event, your schoolmates and teachers have started decorating their homerooms to make them
more presentable and conducive to learning.

I have here a situation where Ma’am Caren seeks for help from her pupils to make the front yard of their room
look more attractive and beautiful.

2
 LESSON SCRIPT IN MATHEMATICS 3

The Grade 3 class of Ma’am Caren is preparing the front yard of their room for the upcoming District Reading
Evaluation. She grouped her pupils into three and asked them to group the plants according to the following
category: classification, height, and size of the plant pots.

Group 1.

Group 2.

Group 3.

3
 LESSON SCRIPT IN MATHEMATICS 3

https://www.shutterstock.com/search/flower-pot-clipart

https://www.freepik.com/vectors/tall-plant

https://www.shutterstock.com/search/big-plant-small-plant

Teacher’s Script Expected Learners’ Response

Class, look at the picture in front. Tell me what you Some pupils will raise their hands.
have observed.

Look at the work of group 1, what can you say about They grouped all the flowering plants.
it?

Very good!

How about to the work of group 2, what can you say The group arranged the plants according to their
about their work? height.

Correct! How about the last group, what did they do? The last group arranged the plants according to the
size of the pots from smallest to biggest.

I have here a picture, what group do you think this That picture belongs to the last group, because it
picture belongs to? has the biggest pot.

4
 LESSON SCRIPT IN MATHEMATICS 3

Very good class! All of you made good observation.

As we can see, they were arranged in different
pattern.

NOTES TO THE TEACHER: For this activity, the teacher will post the patterns on the board where the learners will work collaboratively to determine the
missing terms. The teacher may also opt to write the given on the board or prepare a chart that contains the given example.

This strategy begins by reviewing previous content, ensuring that learners recall the concept of patterns. The teacher may also employs positive
reinforcement which is an effective method of encouraging desired behaviors in students by rewarding them. Reward for the group could include stars,
stamps or smileys.

All right class, let us all bear in mind that continuous patterns involve increasing elements that have terms
and a rule. The rule describes how the pattern increases or decreases in a fixed manner.

Lesson In today’s lesson, we will find the missing term in a given continuous pattern.
Purpose/Intention
(1 minute)
https://www.scribd.com/document/542033454/Continuous-and-Repeating-Patterns-Group13#:~:text=Continuous%20patterns%20involve
%20increasing%20elements,increases%20in%20a%20fixed%20order.

NOTES TO THE TEACHER: This lesson part uses a local situation which may be very familiar to the learners to ensure their active participation. Guide
questions are provided to have the learners focus on key details, promoting comprehension. Encourage the learners to always answer in a complete
sentence.

Lesson Language As we have discussed yesterday, a pattern is the arrangement of numbers, shapes, colors, pictures (and so
Practice on) that are repeated in a certain order. It can be as simple as a triangle and a square repeating themselves
for example, or it can incorporate many more shapes.

5
 LESSON SCRIPT IN MATHEMATICS 3

(4 minutes) Patterns help us make predictions that enable us to extend and complete patterns.

Let us study the patterns below:

1. 3, 6, 9, 12, 15, 18,

2.

3.
ABCDEFGHIJ
Teacher’ s Script Expected Pupils’ Response

6
 LESSON SCRIPT IN MATHEMATICS 3

Children, let us examine the given patterns. The examples were written in sequence.

What have you noticed about the patterns given? They follow a certain rule.

Let us look at the first example. How was the pattern In the first example, skip counting by 3 was used.
formed? The numbers are 3, 6, 9,12, 15, 18 and 21. To get
the next term, 3 is added to the previous term.

What attribute was used in the first sequence? Numbers were used as the attribute in the sequence.

How about the second example. Who can describe? For example number 2 or the second example, the
shapes are triangle, square, pentagon, hexagon,
heptagon and octagon. They are illustrated in
sequence according to their number of sides.

In the second example, what attribute was used in Shapes were used as the attribute in the second
the sequence? example.

And last, the third example, who can explain? For example number 3 or the third example, letters
of the alphabet were written as letter A, B, C, D, E, F,
G, H, I and J.

And for the last example, what attribute was used in For the last example, letters were used as the
the sequence? attribute. They were written in sequence without
skipping any letters.

Very good children! You are all listening and participating in the class.

7
 LESSON SCRIPT IN MATHEMATICS 3

NOTES TO THE TEACHER: The teacher will provide the figures/patterns which may be written on the board, printed as chart or set on a power point
presentation.

During/Lesson Proper

Reading the Key For this activity, I need 2 groups with 5 members each. Each group will supply the missing term in the
Idea/Stem patterns posted on the board. The first group to finish will be the winner and will be rewarded.
(5 minutes)
Group A will supply the missing letters, while Group B will supply the missing numbers

Group A A__C__E__G__I__

Group B
2__6__10__14__1
8__20
Congratulations Group ____! Job well done. Let’s give Group ___, 5 Claps.

8
 LESSON SCRIPT IN MATHEMATICS 3

NOTES TO THE TEACHER: The teacher will provide the sample pattern on the board. The teacher may also use different attributes to make it catchier
for the pupils.

I have here another example, help me find the missing term to complete the pattern.

1. Sunday, Monday, Tuesday, __________, Thursday, _________,

Saturday

Teacher’s Script Expected Learners’ Response

What is shown on the board? The days of the week are given.
Developing
Understanding of the
Key Idea/Stem How were they arranged? They were arranged in order.
(4 minutes)

What do you think should follow after Tuesday? The day after Tuesday is Wednesday.

How about the next day after Thursday? The day after Thursday is Friday.

Very Good!

Let us have another example.

9
 LESSON SCRIPT IN MATHEMATICS 3

1. January, ___________, March, April, __________, June, July,

__________

Teacher’s Script Expected Learners’ Response

What are the words shown on the board? The words shown on the board are months of the year.

How were they arranged? The words were arranged according to their order.

Very good!
The month that comes after January is February.
What do you think should come after January?
The month after April is May.
How about the month next to April, what is it?

Alright! How about what comes after July? The month that comes after July is August.

NOTES TO THE TEACHER: In this lesson part, the teacher may use PowerPoint presentation or any visual representation of the said days of the week
and months of the year.

Deepening Let us have some more practice. Each group will be given a specific task to be accomplished. Let’s begin.
Understanding of the
Key Idea/Stem
Group 1 (Intervention Group)
(3 minutes)

10
 LESSON SCRIPT IN MATHEMATICS 3

What comes next? Look at the pattern in each row. Circle the picture that continues the pattern.

1.

2.

Group 2 (Consolidation Group)

Complete the following pattern.

1. 5, 10, __, 20, __, 30, 35, 40

2. 4, 8, __, 16, 20, __, 28, 32

A, B, __, D, E, __, G, H
3.

11
 LESSON SCRIPT IN MATHEMATICS 3

Group 3 (Enhancement Group)

Write or draw again the figures below to rearrange them according to:

1. 5, 20, 15, 30, 40, 10, 25, 35 (increasing order)

____, ____, ____, ____, ____, ____, ____, ____,

2. ( number of sides, from least to

greatest)

12
 LESSON SCRIPT IN MATHEMATICS 3

3. (from shortest to tallest)

https://infinitylearn.com/surge/topics/chess-name/

NOTES TO THE TEACHER: This lesson part requires learners to work on an individual task as well as on a group task, promoting collaborative learning
and further reinforcing the concepts discussed. The teacher will have to prepare worksheets for the entire class.

After/Post-Lesson Proper
13
 LESSON SCRIPT IN MATHEMATICS 3

Good job, children! To conclude our lesson for today, let’s have a recap.
Teacher’s Script Expected Learners’ Response
What is a pattern? A pattern is a sequence or series of repeating
objects, shapes, numbers, or colors.
How will you identify the next figure in the We should analyze the order or arrangement of the
sequence? repeated shapes, colors, or objects to identify what
is missing in the series.

Making Generalizations We need to study patterns because this will help us

and Abstractions Why do we need to study patterns? develop our predicting skills. It can help us lighten
our work especially in organizing an event or making
(2 minutes) up some renovation in our home or in school.

Congratulations, kids! Very good!

NOTES TO THE TEACHER: This lesson part covers lesson wrap up and reflection. Here, the learners are asked to articulate their understanding by
answering key questions about pattern. This encourages them to synthesize and reflect on what they have learned, reinforcing their comprehension. By
summarizing the lesson's main points, the learners are able to solidify their knowledge and are reminded to apply these concepts in future mathematical
tasks.

To further test your understanding about patterns, you are going to answer the following items.

Evaluating Learning Intervention Group

(4 minutes) Give the answer to the following question. Refer to the given sequence or pattern given.

4, 8, 12, 16, 20, 24, 28, 32, 36, __?

14
 LESSON SCRIPT IN MATHEMATICS 3

1. What is the 8th term on the given pattern? ____

2. What is the 5th term on the given pattern? ____
3. What is the 10th term on the given pattern? ____

Consolidation Group
Supply the missing term to complete the pattern. Choose your answer on the opposite side.

1. 3, 6, __, 12, __, 18, __, 24 21 9 15

2. A, B, C, __, E, __, G, __, I F H D

3.

Enhancement Group

Arrange the following according to the given instruction.

1. From smallest to biggest

Elephant, Mouse, Dog, Horse, Cat

_______ _______ ________ ________ ______

15
 LESSON SCRIPT IN MATHEMATICS 3

2. From shortest to tallest

_________ ________ ________ ________ ________ ________

NOTES TO THE TEACHER: In this lesson part, the learners demonstrate their understanding of order in a pattern by identifying the missing object in the
pattern. This provides teachers with immediate feedback and reinforces learning. Localization can be incorporated on this part by using pictures of
landmarks or products of the place.

Additional Activities for

Application or
Remediation (if
applicable)

Remarks

Reflection

16
 LESSON SCRIPT IN MATHEMATICS 3

17