Math lesson plan · 3rd grade (Year 4 in England) · 60 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 · 6 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? 34, 42, 50, 58, __ → 66Prompt: How much does the pattern go up each time?
- Find the missing number: 123, 118, 113, __, 103 → 108Prompt: Is the pattern going up or down? By how much?
- What is the rule for this pattern? 1, 2, 4, 8 (Add 9 / Add 10 / Subtract 9 / Double) → DoublePrompt: Look at how you get from each number to the next.
Hook · 6 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 · 12 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 · 12 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? 21, 25, 29, 33, 37, … (add 5 / add 4 / subtract 4 / multiply by 4) → add 4Prompt: Find the difference between neighbouring numbers.
- The rule is "add 11". One number is wrong: 6, 17, 28, 38, 50. What should it be? → 39Prompt: Check each jump: is it exactly 11?
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Look at the 7 times table: 7, 14, 21, 28, 35, … Are all the answers odd, all even, or a mix? (all even / all odd / a mix) → a mixPrompt: Is 7 odd or even?
- The rule is "add 6". One number is wrong: 2, 9, 14, 20, 26. What should it be? → 8Prompt: Check each jump: is it exactly 6?
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