Regional Training of Trainers on

Critical Content in Mathematics

of K to 10 Program
MA. GINGER S. GELERA
Facilitator
February 1 to February 10, 2019
Zamboanga City
DEPARTMENT OF EDUCATION

How many
faces can you
see?

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Session 1: PATTERNS

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DEPARTMENT OF EDUCATION

Session 1 Objectives
This session aims to develop and deepen the
participants’ understanding on the critical
content and competencies in Mathematics
Grade 4. More specifically, they should be able
to:
 determine the missing term/s in a sequence
of numbers (e.g. odd numbers, even numbers,
multiple of a number, factors of a number, etc.)
 construct assessment items on determining
the missing terms in a sequence.
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SEQUENCE
-an ordered set of numbers, letters,
shapes or symbols
-each number, letter, shape or symbol in
the sequence is called a term

PATTERNS
- can be recognized, named, extended,
and created using shapes, numbers, and
symbols with their attributes.
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SEQUENCE OF NUMBERS & LETTERS

Determine the pattern of the sequence.
1) x, y, z, x, y, z, ... 4) 6, 13, 27, 55, ...

2) 2, 5, 8, 11, … 5) 15, 12, 9, …

3) 2, 4, 8, 16, … 6) 48, 24, 12, …

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DEPARTMENT OF EDUCATION

SEQUENCE OF NUMBERS & LETTERS

Determine the next three terms.
1) x, y, z, x, y, z, ... 4) 6, 13, 27, 55, ...
Answer: x, y, z Answer: 111, 223,
447
2) 2, 5, 8, 11, … 5) 15, 12, 9, …
Answer: 14, 17, Answer: 6, 3, 0
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3) 2, 4, 8, 16, … 6) 48, 24, 12, …
Answer: 32, 64, Answer: 6, 3, 1 ½
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SEQUENCE OF SHAPES & SYMBOLS

Look for the pattern in each sequence then
determine next three terms.

1. , , , , ____

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SEQUENCE OF SHAPES & SYMBOLS

Look for the pattern in each sequence then
determine next three terms.

2. , , , , ____

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DEPARTMENT OF EDUCATION

SEQUENCE OF SHAPES & SYMBOLS

Look for the pattern in each sequence then
determine next three terms.

3. , , , ____

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DEPARTMENT OF EDUCATION

SEQUENCE OF LETTERS
Look for the pattern in each sequence then
determine next three terms.

4. A, C, E, G, I, ____

5. AZ , BY, CX, ____

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THINK-PAIR-SHARE

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1. Given the table below, find the missing terms and

state the rule.

Position 1 2 3 4 5 6
Value of Term 9 22 35 48

+13 +13 +13 +13 +13

A pattern is to add 13 to each term to get the next term.

48 + 13 = 61 61 + 13 = 74
So 61 and 74 will be the next terms in the arithmetic
sequence.

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DEPARTMENT OF EDUCATION

2. Extending Arithmetic Sequences

Identify a pattern in each sequence and then
find the missing terms.
48, 42, , , , 18, 12, . . .

–6 –6 –6 –6 –6 –6

Look for a pattern. A pattern is to subtract 6

from each term to get the next term.
42 – 6 = 36 36 – 6 = 30 30 – 6 = 24

So 36, 30, and 24 are the missing terms.

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DEPARTMENT OF EDUCATION

3. Each month, Eva chooses 3 new DVDs from her DVD

club. How many DVD’s will she have on the 4th month?

Eva’s DVDs
Position Month DVDs Value
1 3 +3
2 6 +3
3 9
+3
4 12
The number of DVDs Eva has after each month
shows a pattern: Add 3. This pattern can be written
as a sequence. 3, 6, 9, 12, 15, 18, 21 … Therefore,
by the 4th month, Eva will have 12 CD’s.

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DEPARTMENT OF EDUCATION

4. Identify the pattern in the sequence and

name the next three terms.
, , ,24, 19, 14 , 9
+5 +5 +5 +5 +5 +5

Look for a pattern. As the missing terms are at the

beginning of the pattern. Working backwards,
pattern is to add 5 to get the next term.

24 + 5 = 29 29 + 5 = 34 34 + 5 = 39

So 29, 34, and 39 will be the next three terms.

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DEPARTMENT OF EDUCATION

5. What do you have to do to each number in

Column A to get the number next to it in Column B?

10 ÷ 2 5
=
15 ÷ 3 5
=
25 ÷ 5 5
=
50 ÷ 10 5
=
The numbers in Column A are divided by 5 to
get the numbers in Column B.

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DEPARTMENT OF EDUCATION

6. Identify a pattern in the sequence. Name

the missing terms.
24, 34, 31, 41, 38, 48, , , ,…

+10 –3 +10 –3 +10 –3 +10 –3

A pattern is to add 10 to one term and

subtract 3 from the next.
48 – 3 = 45 45 + 10 = 55 55 – 3 =
52
So 45, 55, and 52 are the missing terms.

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DEPARTMENT OF EDUCATION

7. Here is a number pattern. What three numbers should go in

the boxes?

-1 -1 -1
+1 +1 +1

The first pattern is to subtract 1 from the previous number.

The second pattern is to add 1 to the previous number.
100 - 1 = 99, 99 - 1 = 98, 98 - 1 = 97

1 + 1 = 2, 2 + 1 = 3, 3 + 1 = 4

So, the numbers that should go in the boxes are 3, 97 and 4.

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DEPARTMENT OF EDUCATION

8. The daily start times for showing a movie are

listed below. If this pattern continues, what is the start
time for the 4th show?

A pattern is to add an hour and a half ( 1 hr and 30 mins).

2:00 + 1 hr 30 mins = 3:30 3:30 + 1 hr 30 mins = 5:00

5:00 + 1 hr 30 mins = 6:30

So, the fourth show will start in 6:30 p.m.

BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION

9. A sequence of four figures is shown below. If

the figures were continued, how many circles would
there be in Figure 10?

1 + 2 =3 3 + 2 =5 5 + 2 =7

For each figure, two circles, that is, one circle on each
edge is added.

Thus, figure 5 will have 9 circles; Figure 6, 11 circles;

figure 7, 13; figure 8, 15; figure 9, 17; and figure 10,
19 circles.
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DEPARTMENT OF EDUCATION

10. Jean is arranging squares in the following way.

Draw figure 5.

For each figure, 2 squares are added at the right.

Figure 4 will be

While Figure 5 will be

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DEPARTMENT OF EDUCATION

ENRICHMENT

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1. Find the value of x in the pattern illustrated below.

Show your solution.

2 + 4 = 6; 4 + 6 = 10; 6 + 8 = 14

6 + 10 = 16; 10 + 14 = 24

16 + 24 = 40
X = 24

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DEPARTMENT OF EDUCATION

2. Here is part of a wall chart that lists numbers from 1

to 100.

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53 X = 64
?
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DEPARTMENT OF EDUCATION

3. Here is the beginning of a pattern of tiles..

If the pattern continues, how many tiles will be in Figure 6?

Answer:

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DEPARTMENT OF EDUCATION

4. Carlo has to form figures 1 to 4 with matchsticks.

Figures 1, 2, and 3 are shown below. He needs four
matchsticks to form figure 1, seven matchsticks to form
figure 2, and ten matchsticks to form figure 3. He uses the
same rule each time to make the next figure in the pattern.

How many matchsticks will he need to form figure 4?

Answer: 13 matchsticks; 3 matchsticks are added for each succeeding figure.

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DEPARTMENT OF EDUCATION

CREATE YOUR OWN SEQUENCE

BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION

CREATE YOUR OWN SEQUENCE

1.Individually, construct a sequence of numbers,
shapes or symbols. Include the rule on how to
find the missing term.
2.Choose the best 2 sequences within the group.
3.Present the sequence to the class. Challenge
another group to answer the sequences within 1
minute*.
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DEPARTMENT OF EDUCATION

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Session 2: ALGEBRA
DEPARTMENT OF EDUCATION

Session 2 Objectives
This session aims to develop and deepen the
participants’ understanding on the critical content
and competencies in Mathematics Grade 4. More
specifically, they should be able to:

Finds the missing number in an equation involving

properties of operations.
Construct an assessment items on finding the
missing number in an equation involving properties
of operations.

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DEPARTMENT OF EDUCATION

Solve mentally.

18 × 5 = ?
BUREAU OF CURRICULUM DEVELOPMENT
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Properties of Addition/Multiplication
COMMUTATIVE PROPERTY OF ADDITION
a. (40 + 5) + (n + 15) = ( n + 15) + (40 + ___)
b. ( 8 + 3 ) +( 4 + 7) = ( ____ + 4 ) + ( 3 + ___ )

COMMUTATIVE PROPERTY OF MULTIPLICATION

a. 6 × 5 × 7 = ___ × 5 × 6
b. ___ × 5 × 6 =6 × ___ × 10

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Properties of Addition/Multiplication
ASSOCIATIVE PROPERTY OF ADDITION
a. ( 3 + 8 ) + 9 = 3 + ( ___ + 9 )
b. 6 + ( ___ + 5) =(6 + 2) + ___

ASSOCIATIVE PROPERTY OF MULTIPLICATION

a. (5 × 10) × 9 = 5 × (10 × ___)
b. 9 × (8 × ___) =(___ × 8) × 6

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DEPARTMENT OF EDUCATION

Properties of Addition/Multiplication
IDENTITY PROPERTY OF ADDITION
a. 9 + _____ = 9
b. 5 + (6 + 0) = 5 + _____

IDENTITY PROPERTY OF MULTIPLICATION

a. 1 × 6 = ___
b. ___ × 25 = 25

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DEPARTMENT OF EDUCATION

Properties of Addition/Multiplication
ZERO PROPERTY OF MULTIPLICATION
a. 12 × _____ = 0
b. 0 × 33 = ____

DISTRIBUTIVE PROPERTY OF MULTIPLICATION

OVER ADDITION

a. ( 10 x 2) + (10 x 5) = ___ ( 2 + 5)
b. 4 × (5 + 6) = (4 × ____) + (____× 6)
c. 6 x (5 + 10) =( ____ x 5) + (6 x ___ )

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DEPARTMENT OF EDUCATION

BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION

Property Used:
Commutative Property of
Addition

Why?
They have the same score
as they landed on the same
numbers only in a different
order.
Reference: https://learnzillion.com/lesson_plans/3624-4-understand-the-commutative-property-when-using-3-addends-c/?card=50237

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DEPARTMENT OF EDUCATION

BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION

Property used:
Associative Property of
Addition

Why?
It is better to group
together 5 + 5 first as they
sum up to 10, then add 9 to
get 19.

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DEPARTMENT OF EDUCATION

“HELP ME FIND MY MISSING PART”

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CREATE YOUR OWN PROBLEM

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DEPARTMENT OF EDUCATION

CREATE YOUR OWN PROBLEM

1.By group, construct an assessment
about the properties of
addition/multiplication (5 items; 1
should be a word problem)
2.Present the sequence to the class.
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DEPARTMENT OF EDUCATION

With a for teaching,

LEARNING IS POSSIBLE.

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DEPARTMENT OF EDUCATION

Angel Rocena
[email protected]
[email protected]

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