1) The document discusses various math activities involving sequences and patterns. It provides examples of sequences and asks students to find the next terms. 2) Students are asked to complete tables to identify the pattern or rule that generates a sequence of numbers. They are given concrete, pictorial and abstract representations of sequences. 3) The document contains test questions where students must derive the pattern or rule generating a sequence of numbers and create a real-life scenario involving finding a pattern. The goal is to help students understand and work with sequences and patterns.

1. SEQUENCE
Prepared by:
SHIRLY M. MASANGKAY, Ed.D.
OMNHS- MT II

2. Objectives:
• Generate and describe patterns using
symbols and mathematical expressions.
• Find the next few terms of a sequence.

3. Essential Understanding:
How the concept of a
sequence is utilized
in our daily lives.

4. Think of this:
The number of passengers arriving at the
grand terminal in Mamburao starts to be getting
larger. It is not mainly because of the "Todos
Los Santos" but because it's a semestral break
now. For three days,the dispatcher recorded that
on the first day 95 passengers arrived, while on
the second day there were 105, and on the third
day 115. If you are the dispatcher, could you
determine the next set of passengers who will be
arriving tomorrow for it will be the fourth day up
to the fifth day even without doing any
recording?

5. Activity 1: MAKE ME!
Direction: Based on the figurate numbers given,
find the next 3 numbers using the figures that
may form from. Draw the the figures formed in
manila paper.
A) Rectangular numbers:
2,6,12,...
C) Triangular Numbers:
1, 3,6,...
B) Square Numbers:
1,4,9,...
D) Hexagonal Numbers:
1,6,15,...
E) Pentagonal Numbers:
1,5,12,...

6. Questions:
• What was the feeling when you were
performing with your group mates
outside?
• What mathematical concepts have you
applied in doing the activity?
• What helped you to verify that your
answer is correct?

7. Activity 2: "Know Me!"
Direction: Know the next three terms based on the pattern
you could see on the order of numbers.
2
7
,3,
2
5
1) 2,5,8,11,... 14, 17, 20
2) 1,-3,-7,-11,... -15,-19,-23
3) 1,4,16,64,... -256, 1 024, 4 096
4)
5) 2,3,5,8,... 12, 17, 23
,...2,
2
3
,1,
2
1

8. Activity 2: "Know Me!"
Direction: Know the next three terms based on the pattern
you could see on the order of numbers.
6) 2,4,6,8,10,... 12,14,16
7) 4, 7, 10,13, 16, ... 19, 22, 25
42, 56, 728) 2, 6, 12, 20, 30, ...
9) 8, 3, -2, -7, ... -12,-17,-22
10) ,...5,2,3,2,1 √6, √7, 2√2

9. Questions:
1) How did you find the activity?
2) Would it be okay to give the next
numbers without having any consideration
at the preceding numbers?
3) How did you find the next three terms
based on the order of numbers given?

10. Activity 3: "Find Me!"
,...2,
2
3
,1,
2
1
)2
n 1 2 3 4 5 6
an
1 2 4 8 16 32
n 1 2 3 4 5 6
an
0 3 8 15 24 35
n 1 2 3 4 5 6
an
6 11 16 21 26 31
n 1 2 3 4 5 6
an
n 1 2 3 4 5 6
an
2 4 7 11 16 22
1) 1, 3, 5, 7,...
3)
4)
5)
6)
7)
Direction: Find the pattern/rule based on the
sequence of numbers given.

11. Questions:
1)What do you feel in doing this activity?
2)How did you manage to form the pattern
in the sequence of numbers?
3)Therefore, what must be needed to form a
sequence of numbers?

12. Activity 4: Complete Me!
Direction: Complete the table to identify the pattern or rule
that generates a sequence of numbers.
Concrete
Pictorial (take atleast two figures drawn
from the activity No.1
Abstract (Write the
pattern/rule which is equal to
the sequence of numbers)
n= 1 2 3
n= 1 2 3
n= 1 2 3
n= 1 2 3
n= 1 2 3

13. 5-item Test
Direction: Derive the pattern or rule generating on
the sequence of numbers
given.
n 1 2 3 4
an
n 1 2 3 4 5
an
8 16 32 64 128
n 1 2 3
an
1 4 16
1) 5,6,7,8,..
2) 3, 9,27,81,243,...
3)
4)
5)
2
1
4
1
8
1
16
1

14. Assignment:
Make a short real-life scenario relating to
finding a pattern. (Individual work)
Criteria:
Appropriateness - 35%
Communication Skills - 35%
Creativity - 30%
100%

15. Thank you very much!