Math lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Number patterns
Algebra
CCSS 3.OA.D.9England: Y3 Number and place valueEngland: Y4 Number and place value
Objective and success criteria
Students will: Number patterns.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Skip count by 2s, 5s, 10s and 100s; Add and subtract within 1000
Leads to: Function machines and input–output tables; Linear sequences: the nth term; Find the rule of a number pattern
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Skip count by 2s, 5s, 10s and 100s; Add and subtract within 1000). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count by 100s. What is missing? 100, 200, 300, 400, __ → 500Prompt: How much does the count go up each time?
- What is 10 more than 619? → 629Prompt: Which digit changes when you add 10?
- Count back by 10s: 150, 140, 130, 120, __ → 110Prompt: Each number is less than the one before. By how much?
Hook · 3 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Number patterns. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What comes next? 20, 23, 26, 29, __
- Step 1: The rule is add 3.
- Step 2: 29 + 3 = 32
- Answer: 32
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What comes next? 33, 36, 39, 42, __ → 45Prompt: How much does the pattern go up each time?
- Find the missing number: 79, 66, 53, __, 27 → 40Prompt: Is the pattern going up or down? By how much?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What is the rule for this pattern? 5, 10, 20, 40 (Add 8 / Add 9 / Subtract 8 / Double) → DoublePrompt: Look at how you get from each number to the next.
- What comes next? 3, 15, 27, 39, __ → 51Prompt: How much does the pattern go up each time?
Watch out for
- Doing an operation to one side of an equation but not the other.
- Reading 3x as 3 + x, or thinking x always stands for one particular number.
Support and stretch
Support
- Review first: Skip count by 2s, 5s, 10s and 100s.
- Use concrete materials: balance scales or a balance drawing.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Function machines and input–output tables; Linear sequences: the nth term; Find the rule of a number pattern.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder