The document outlines a mathematics lesson focused on teaching sequences, expressions, and equations to students, emphasizing the formulation of rules for finding the nth term using various strategies. It includes objectives, learning materials, teaching methods, and assessment reflections structured to evaluate students' understanding and progress. The lesson employs real-world applications and problem-solving activities to reinforce the concepts learned.

1. PRACTICE TEACHING LESSON
MATHEMATICS VI
EXPLICIT TEACHING
November 21, 2017
OBJECTIVES CONTENT LEARNING RESOURCES PROCEDURE REMARKS REFLECTION
A. CONTENT STANDARDS
Demonstrates understanding of
sequence in forming a rule,
expression and equation.
B. PERFORMANCE STANDARDS
Apply knowledge of sequence,
expressions and equations.
C. LEARNING COMPETENCIES
Formulate the rule in finding the
Nth term using different strategies
(looking for a pattern, guessing and
checking, working backwards).
PATTERNS AND
SEQUENCE
* Formulating the rule
in finding the Nth term
using different
strategies (looking for a
pattern, guessing and
checking, working
backwards).
A. Referrences:
1. Teacher’s Guide pp.
21st Century Mathletes pp.
77-81
CG Math 6
LG Math 6
2. Learner’s Material pp.
21st
century Mathletes pp.
200-209
3. Textbook pp.
Math for life pp.233-237
4. Additional Materials
From Learning Resources
(LR) Portal
5. Other Learning Resources
Indoor and outdoor real
objects, pictures, videos,
laptop, TV, Charts
A. Reviewing previous lesson
or presenting the new
lesson:
1. Having a drill on skip
counting by 5, 6, 8,
and 10.
2. Conducting a review
on identifying the nets
of the following solid
figures.
1.
2.
A. Number of learners
who earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lessons.
D. No. of learners who
continue to have
remediation.
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties did I
encounter which my

2. 3.
4.
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use to discover
which I wish to share
with other teachers?
B. Establishing a purpose for a
lesson:
1. Present a Warm Up: Guess
My Rule
a. Write a number
sequence 1,3,5,7 on the
board.
Ask: What do you think is
the next number in the
sequence?
 Add 9 to the sequence.
Ask: What’s next?
 Add 11 to the
sequence.
Ask: How did you guess the
next number in the sequence?
What is your strategy?
b. Writ the sequence
1,2,4,8,10…. on the board.
Ask: What comes after
number 10?
What comes next?
And next?

3. How did you come up
with the next number
in the sequence?
C. Presenting examples/new
instances ofthe newlesson:
1. Presenting the problem
opener.
Say: In a Fibonacci numbers
in a Pascal’s Triangle, What
do you think will the next
three numbers?
Note: 13,21 & 34 will not be
showed to the pupils. It is the
answer that they are going to
find out.
Ask: Do you have an idea
how to form a number
pyramid?
2. Show them the process on
how to get the next three
terms and how to form a
number pyramid.
C. Discussing new
concepts and practicing
newskills

4. 1. Present 3 diff. types of
a sequence.
a. 2, 4, 6, __
b.
c. A, D, G, J __
Ask: What is the next
number in a? What is the
next figure in b? What is
the next letter in C?
Ask: How did you find
the next term in a? in b?
in C.
a. Add 2 on every
numbers.
b. The shaded triangle on
the figure is rotating
clockwise around the
square.
c. The letters in the
sequence are consists of
every third letter in the
alphabet.
b. Whole brain teaching
Start discussing the
“Sequence”.
Say: Based on the
examples given, how can
you define a sequence?
A sequence is a set of number

5. written in a special order by the
appreciation of a definite rule.
a. Let the students
define the meaning
of “Sequence”.
b. Show an example.
1. Show a sequence
3,6,9,12….
Ask: Do you have an
idea about the
numbers, figures or
letters that composed
a sequence?
Say: They are called
TERM.
Ask: What is a Term?
A Term is a number, a figure or a
letter in a sequence.
FINDINGTHE NTH RULE
1. Discuss how to formulate a
rule, Nth rule and how to find the
next three terms.
a. Following a certain pattern
& following a sequence.
 Let (n) be the term in the
sequence.
 Show a table to the
pupils from 21st

6. Century Mathletes
Textbook pp.215-
217.
b. Guess and Check: Use of
counting numbers.
 Let (n) be the counting
numbers.
c. Guess and check
Exercises:
Every year,Mang Ramon’s
kinalabaw mango tree produces
2 more kilos than the previous
years. If 25 kg. were harvested in
year 2012, how many kilos will
it produce in 2017? What is the
total number of kilos of mangoes
that the tree produce from 2012-
2017? Formulate the nth rule.
What is asked?
-The number of kilos of
mangoes the tree will produce
in 2017.
-The total number of kilos of
mangoes the tree will produce
from year 2012-2017.
-Formulate the nth rule
What are given?
25 kilos in 2012 (starting year)
2 more kilos of mangoes more
than a year
Solution:

7. YEAR KILOS
Add.
Every
year
Total
every
year
2012 25 +0 25
2013 25 +2 27
2014 27 +2 29
g2016 31 +2 33
2017 32 +2 35
Total 180kg
Sequence:
25, 27,29,31,33,35
Nth rule:
Since we add 2 on the terms:
N+2
 A total of 35 kilos mangoes
will be produce on 2017.
 A total of 180 kg from
2012-2017.
2. Independent Practice
Say: Find the rule, the nth
term rule and the next 3 terms for
the sequence.
1. 4,8,12…
2. ½, ¼, 1/16 ….

8. G. Findingpractical
applicationsof concepts indaily
living.
1. Have a group workactivity.
Quizz bowl
Direction:Everygroupwill
be givena cardboard
and a chalk.The pupils
will answerthe
questionsprovidedby
the teacher.Each group
will be givenn10seconds
to finishanswering.If
done,Each groupmust
raise the cardboard
once the teachergives
the signal.The group
that has the correct
answerwill have 1point
and the group whowill
earnthe mostof the
pointswill be declared
as the winner.
1. Findthe nextthree temsof
thissequence:
8, 12, 16,20…
 24, 28,32
2. What is the nth rule of the
sequence:
2/10, 2/8, 2/6, 2/4…
 2
n-2
3. Findthe fifthtermof the

9. sequence:
Y1
, Y2
, Y3
…
 Y5
4. What is the rule of the
sequence:
2,4,6,8,10
 Add2 startingat two
and endat 10;
multiplesof two.
5. Simonhas P500.00 inhis
wallet.He spendsP32.00
each dayfor snacks.How
much moneydidSimonhave
after5 days?
 P340.00
H. Generalization
What is a Sequence?
How can we formulate athe
rule infindingthe nthterm
rule.
J. Evaluating Learning
Direction:Find the Rule, The
nth term rule and the
nextthree terms.
1. x, 2x, 3x…

10. Prepared and Demonstrated by: APRIL ROSE ANIN, Student Teacher
Checked by:
EMILYN D. ESCAMILLA – T – III
Cooperating Teacher
2. 5, 10, 15, 20…
3. 2/3, 2/6, 2/12…
4. 60, 50, 40…
J. Additional activitiesfor
application
Direction:Find the Sequence
and The nth term rule.
A frogis at the bottomof a 12 m
hole.Duringthe day,itclimbed
up 3 m at daybut sliddown1 m
at night.How manydayswill it
take for the frog to climbupthe
hole?