MATHEMATICS LESSON PLAN
GRADE 5
TERM 1: January – March
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION: 1 Hour
1. TOPIC: NUMERIC PATTERNS: Investigate and extend patterns (Lesson 1)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson, learners should be able to :
• Investigate and extend numeric patterns looking for relationships or rules of patterns
- sequences involving a constant difference or ratio
- of learner’s own creation
• Describe observed relationships or rules in learner’s own words
Grade 5 Lesson Plan: Term 1
NUMERIC PATTERNS: Investigate and extend patterns (Lesson 1)
(Draft)
3. RESOURCES: DBE workbook 1, DBE textbook (LB and TG) , any other textbook
counting forward and backward
addition and subtraction of whole numbers
multiples
4. PRIOR KNOWLEDGE: multiplication of whole numbers
division of whole numbers
inverse operations
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 minutes)
Note: The focus in this grade in as far as sequences if numbers is concerned is on three kinds of
sequences, namely, sequences involving a constant difference, sequences involving a constant ratio
and sequences without a constant difference or ratio.
a) Complete the table.
b) Which method(s) did you use to complete the table? Discuss.
c) Discuss what patterns you see in the table, and how that helps you to “remember” the tables
Grade 5 Lesson Plan: Term 1 Page 2 of 5
Numeric Patterns: Investigate and extend patterns (Lesson 1)
(Draft)
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities (Learners are
expected to:)
Divide learners into small groups. Present the following examples to respond to
learners. probing
questions asked
Examples by the teacher
during
Sequences involving common difference presentation.
Sally completes the tables by using a horizontal pattern. The pattern is to add
the same number every time, like this:
Constant difference in the first sequence is 2 and 5 in the se
John completes the tables by using a vertical pattern. The pattern is to multiply
by the same number every time, like this:
copy down the
examples
Sequences involving constant ratio
Extend the following pattern:
75 150 300 600
Grade 5 Lesson Plan: Term 1 Page 3 of 5
Numeric Patterns: Investigate and extend patterns (Lesson 1)
(Draft)
Sequences without a constant difference or ratio
No common difference or ratio.
1 4 9 16
work in groups and
ACTIVITY 1 respond to the
questions on the
Calculate the next three numbers and the 100th number in activity.
each table below. Are you going to use Sally’s method, John’s
method, or a different method altogether?
a) 2, 4, 6, 8, …
b) 1; 4; 7; 10; …
c) 5, 10, 15, 20, …
d) 18; 16; 14; 12; …
e) 9, 18, 27, 36, …
f) 10, 20, 30, 40, …
Note: When the tables are written like this we call each row a
sequence. We also call them multiples. 3, 6, 9, … is the
sequence of multiples of 3. We can also describe the
sequences with a flow diagram or with a table as the examples
show below.
Complete this flow diagram and table for multiples of 6. What
patterns do you notice?
Grade 5 Lesson Plan: Term 1 Page 4 of 5
Numeric Patterns: Investigate and extend patterns (Lesson 1)
(Draft)
8. CLASSWORK (Suggested time: 15 minutes)
Complete and describe (in your own words) the patterns on the circle.
Note: use colour pencils to make your pattern beautiful.
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5
minutes)
a) Emphasise that:
when you move (left to right – input to output) from one term to the next by
adding the same number, we say the sequence has a constant difference and
therefore, for the opposite movement (right to left – output to input) the same
number (common difference) would have to be subtracted from one term to the
next.
when you move (left to right – input to output) from one term to the next by
multiplying by the same number, we say the sequence has a constant ratio and
therefore, for the opposite movement (right to left – output to input) the same
number (constant ratio) would have to be the divisor from the previous term to
the next.
b) The primary purpose of Homework is to give each learner an opportunity to
demonstrate mastery of mathematics skills taught in class. Therefore Homework
should be purposeful and the principle of ‘Less is more’ is recommended, i.e. give
learners few high quality activities that address variety of skills than many activities
that do not enhance learners’ conceptual understanding. Carefully select
appropriate activities from the DBE textbook (LB and TG), DBE workbook 1 and/or
any other textbook for learners’ homework. The selected activities should address
different cognitive levels.
Recommended Homework:
DBE workbook book 1 page 41 no 3.
Grade 5 Lesson Plan: Term 1 Page 5 of 5
Numeric Patterns: Investigate and extend patterns (Lesson 1)
(Draft)
