Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Generate a pattern from a rule and predict later terms
Algebra
CCSS 4.OA.C.5England: Y5 Number and place value
Objective and success criteria
Students will: Generate a pattern from a rule and predict later terms.
- 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: Find the rule of a number pattern
Leads to: Compare two number patterns and their rules; Describe linear sequences with a rule for the nth term
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 (Find the rule of a number pattern). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the rule? 20, 26, 32, 38, 44, … (subtract 6 / add 7 / multiply by 6 / add 6) → add 6Prompt: Find the difference between neighbouring numbers.
- The rule is "add 5". One number is wrong: 10, 15, 19, 25, 30. What should it be? → 20Prompt: Check each jump: is it exactly 5?
- Look at the 9 times table: 9, 18, 27, 36, 45, … Are all the answers odd, all even, or a mix? (all even / all odd / a mix) → a mixPrompt: Is 9 odd or even?
Hook · 3 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Generate a pattern from a rule and predict later terms. 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: A pattern starts at 18 and the rule is "add 9". What is the 7th number in the pattern?
- Step 1: 18 + 6 × 9 = 72
- Answer: 72
- 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.
- A pattern starts at 16 and the rule is "add 12". What is the 12th number in the pattern? → 148Prompt: From the 1st to the 12th number there are 11 jumps.
- Rule: start at 7, add 2. The pattern is 7, 9, 11, 13, 15, … Will the numbers always be odd, always even, or alternate? (always odd / always even / alternate) → always oddPrompt: The start is odd. What does adding an even number (2) do to an odd number?
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.
- A pattern starts at 13 and adds 6 each time. Will 61 be in the pattern? (yes / no) → yesPrompt: Subtract the start: is 61 − 13 a multiple of 6?
- A pattern starts at 16 and the rule is "add 5". What is the 11th number in the pattern? → 66Prompt: From the 1st to the 11th number there are 10 jumps.
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: Find the rule of a number pattern.
- 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: Compare two number patterns and their rules; Describe linear sequences with a rule for the nth term.
- 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-4.
Free lesson plan from eurekami.com/lesson-plan-builder