Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Find the rule of a number pattern
Algebra
CCSS 3.OA.D.9England: Y3 Number and place value
Objective and success criteria
Students will: Find the rule of a number pattern.
- 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: Number patterns
Leads to: Generate a pattern from a rule and predict later terms
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Number patterns). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What comes next? 21, 30, 39, 48, __ → 57Prompt: How much does the pattern go up each time?
- Find the missing number: 120, __, 114, 111, 108 → 117Prompt: Is the pattern going up or down? By how much?
- What is the rule for this pattern? 2, 4, 8, 16 (Add 4 / Add 5 / Double / Subtract 4) → DoublePrompt: Look at how you get from each number to the next.
Hook · 5 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Find the rule of a number pattern. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is the rule? 84, 77, 70, 63, 56, …
- Step 1: 77 − 84 = -7
- Step 2: subtract 7
- Answer: subtract 7
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 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 is the rule? 12, 62, 112, 162, 212, … (multiply by 50 / add 51 / add 50 / subtract 50) → add 50Prompt: Find the difference between neighbouring numbers.
- The rule is "add 4". One number is wrong: 8, 12, 16, 21, 24. What should it be? → 20Prompt: Check each jump: is it exactly 4?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- The rule is "add 6". One number is wrong: 20, 28, 32, 38, 44. What should it be? → 26Prompt: Check each jump: is it exactly 6?
- What is the rule? 20, 23, 26, 29, 32, … (add 4 / subtract 3 / multiply by 3 / add 3) → add 3Prompt: Find the difference between neighbouring numbers.
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: Number patterns.
- 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: Generate a pattern from a rule and predict later terms.
- 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