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Curriculum focus:
- Describe, continue, and create number patterns resulting from performing addition or
subtraction (Year 3)
- Explore and describe number patterns resulting from performing multiplication (Year 4)
Lesson outcome: By the end of this lesson, students will be able to identify a pattern in a sequence
of numbers.
Inform | Inspire: Today we are working on number patterns. You will be successful when I can see
that you understand and can explain to me the patterns.
Show | Share Harvey: Using these pebbles, I am going to create some patterns.
Explicitly demonstrate a pattern progression: 2 pebbles, 4 pebbles, 6 pebbles
Collie: We are going to create our own patterns. I will do one first and then you
can all try to solve it.
2, 6, 14
What number is missing?
What number would be next?
Try | Transfer Harvey: Now I want you to create the same pattern using your own pebbles.
Collie: Using these pebbles I want you to create some of your own patterns.
After creating one turn to your partner and swap. You will then try to solve your
partners pattern by drawing what you can see in a number sequence.
Apply | Action You will be successful when I can see that you understand and can explain to me
the patterns.
Revise | Review Harvey: Revise by conversing as a group about the patterns we saw today.
a. _____, 3,
5, 7, 9, ____, 13.
b. 63, 53, a. _____, 3,
____, 33, 23, 5, 7, 9, ____, 13.
____, 3.
b. 63, 53,
c. 111, ____, 33, 23,
122, 133, ___, ____, 3.
155.
c. 111,
d. ___, 10, 122, 133, ___,
15, ___, 25, 30. 155.
d. ___, 10,
15, ___, 25, 30.
a. _____,
3, 5, 7, 9, ____,
13.
a. _____, 3,
b. 63, 53,
5, 7, 9, ____, 13.
____, 33, 23,
____, 3.
b. 63, 53,
c. 111, ____, 33, 23,
122, 133, ___, ____, 3.
155.
c. 111,
d. ___, 10, 122, 133, ___,
15, ___, 25, 30. 155.
d. ___, 10,
15, ___, 25, 30.