Mathematics

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

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Jocelyn L. Palmera
Editors: Jeremias C. Ceniza, Gina G. Silvestre, Elma C. Prudente, Annie Fel Lingatong,
Edgardo Dondon S. Lorenzo
Reviewers: Ernie A. Ambayen, Jocelyn B. Misoles, Ana Lorma A. Dahiroc
Illustrators: Dennis Macaubos, Alfie Valenteros, Christian Loyd Alfuerto, Pit Ybanez
Layout Artist: Ailyn Verula-Ponce
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Mary Jeanne B. Aldeguer Maria Gina F. Flores
Analiza C. Almazan Arnel S. Zaragosa
Ma. Cielo D. Estrada Jeremias C. Ceniza
Renato N. Pacpakin

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 3

Mathematics
Quarter 3 – Module 12
Determining the Missing Term
or Terms in a Pattern
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our

dear learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide
you step-by-step as you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your prior knowledge on
lessons in each SLM. This will tell you if you need to proceed on
completing this module or if you need to ask your facilitator or your
teacher’s assistance for better understanding of the lesson. At the
end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity
and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the
Teacher are also provided to our facilitators and parents for
strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary
marks on any part of this SLM. Use a separate sheet of paper in
answering the exercises and tests. And read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.
Thank you.

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 What I Need to Know

This module builds directly on students’ ability to explore,

identify, create, and name patterns. This will help you build
important foundations for later number work and develop your
ability to recognize, create patterns, and make predictions based
on observations.

The lessons are arranged to follow the standard sequence of

the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

• determine the missing term/s in a given combination of
continuous and repeating pattern (M3AL-IIIi-4)

Enjoy your journey. Good luck!

1
 What I Know

Directions: Look at the sets and encircle the figure that comes
next.

1.

2.

3.

4.

5.

2
 Determines the Missing Term/s
Lesson in a Given Combination
1 of Continuous and Repeating
Pattern

In this module, you will learn how to determine the missing

term/s in a given combination of continuous and repeating
pattern.

What’s In

Directions: Look at the number on each shirt. Find the pattern on

each row and fill in the correct number on the blank shirts.

1. 2 4 6 8

2.
4 8 16 24

3
3. 6 12 18

4.
5 15 25

What’s New

Activity 1
Directions: Look at each pattern below and draw on the box the
figure that completes the pattern.

1.

2.

4
3.

4.

5.

What is It

Considering the previous activities, do you now know how to

identify and complete a pattern?
In identifying the missing term/s in a given pattern or
sequence, look how the figures or shapes are arranged and
identify the order of the repeated figures.

• Look how the figures or shapes are arranged and identify

which shapes are repeated.

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• Identify the order of the repeated figures.

• Determine if the numbers are arranged in an increasing or

decreasing order.

• Explore the relationship between the numbers by finding

the difference between numbers that are next to each

other.

• Use the difference between numbers to find the missing

term.

6
 What’s More

Activity 2
Directions: Identify and write the missing number to complete the
sequence.

1.

14 34 54 74 84
2.

36 33 30 21 18
3.

19 22 31 34 37
4.

4 8 10 14
5.

5 15 20 35

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Activity 3
Directions: Look at each of the pattern below, then fill in the
empty spots with the correct shapes/figures to complete the next
pattern.

1. _____

2. _____

3. _____

4. ____

5. _____ _____

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 What I Have Learned

How can you identify the missing term/s in a given pattern of

shapes, figures or numbers?
• Look how the figures or shapes are arranged and identify
which shapes are repeated.
• Identify the order of the repeated figures.

How can you find the missing number/s in the given pattern?
• Determine if the numbers are arranged in an increasing or
decreasing order.
• Explore the relationship between the numbers by finding the
difference between numbers that are next to each other.
• Use the difference between numbers to find the missing
term.

9
 What I Can Do

Activity 4
Directions: Draw the missing figure in the pattern and color it. All
figures with the same shapes must have the same color.

1. ________

2. _______

3. ________

4. ________

1 2 3 1 2 3 1
5. ________

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 Assessment

Directions: Determine the missing term of the pattern in Column A.

Encircle your answer in column B.
COLUMN A COLUMN B

1. _____

2. _____

3. ___

4. ____

5. ___

Directions: Write the missing letters/numbers to complete the

sequence.
1. ___, B, C, ___, ___, F, ___

2. M, ___, O, ___, Q, ___, S

3. 3, ___, ___, 12, 15, ___, 21

4. 4, 8, 12, ___, 20, ___, 28

5. ___, 2, ___, 4, 5, 6, ___

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 Additional Activities

Activity 5
Directions: Look at the sets of pattern. Write the missing terms of
each pattern.

1. 2A, 4B, 6A, 8B 2A, ___, ___, 8B ___, 4B, 6A, ___ ___, ___, ___, ___

2. 3 6 9 12
, ___ 6 9 12
, ___ ___ ___ ___

3. ___ ___ , , ___ ___ ___ ___

4. , ___ ___ ___ ___ ___ , ___ ___

5. , ___ ___ , ___ ___ ___ ___

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 13
What I Know What's In What’s More
1. Dress
2. Soccer ball Activity 2
3. Sad face 1. 10, 12
4. Cake 2. 12, 20 1. 24, 44, 64
5. Grapes 3. 3, 9, 15 2. 27, 24, 15
4. 10, 20, 30 3. 16, 25, 28
4. 2, 6 12, 16
What's New 5. 10, 25, 30, 40
Activity 3
1.
1.
2.
3.
2. 4.
5.
3.
4.
5.
Additional Activity
What I Can Do Assessment
1. 4B 6A , 2A 8B , 2A 4B 6A
(Color may vary) 1. 8B
2. 3 , 3 6 9 12
2.
3. ,
1. 3.
4. 4. ,
5.
2.
5. ,
B.
3. 1. A , D , E, H
2. N,P,R
3. 6 , 9, 18
4. 4. 16 , 24
5. 1,3,7
5.
Answer Key
References
Department of Education, Mathematics-Grade 3: K to 12
Mathematics Curriculum Guide: s.n., 2016.

Department of Education, Mathematics-Grade 3: Teacher’s

Guide: s.n., n.d.

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