You will learn
- Find a rule.
- Complete an input-output table.
- Write the rule with a variable.
- Predict outputs.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
How output follows input.
Starting value.
Result.
Repeating relation.
1. Discover: function machine
A machine adds 4 to every number. What comes out for 7?
2. Understand: number relationships
| Input n | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Output | 5 | 6 | 7 | 8 |
- The rule is n + 4.
- Input 7 gives output 11.
- For the rule 3n: 2 → 6, 5 → 15.
- Find a rule from the table: 1→2, 2→4, 3→6 is 2n.
3. Explore: rule
You need paper.
- Compare input and output.
- Guess the rule.
- Test every row.
- Write it.
Think about it: what did you notice?
n + 4.
4. Practise
Guided practice
Question 1. Rule n + 4, input 7?
11.
Question 2. Rule 3n, input 5?
15.
Question 3. 1→2, 2→4, 3→6 rule?
2n.
Independent practice
- n + 4 for input 10
- 3n for input 4
- Rule for 1→3, 2→6, 3→9
- Input giving 20 with n + 4
- Output of 2n for input 6
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
A machine adds 4. What comes out for 7?
Show a sample answer
11.
6. Common mistake
Fix: Test all rows.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- Rules link input and output.
- Test every row.
- Write the rule with a letter.
9. Next lesson
Next lesson: Algebraic word problems. Keep going with the next idea in this course.
Printable worksheet
- n + 4, input 10
- 3n, input 4
- Rule for 1→3, 2→6, 3→9
- Input giving 20 (n + 4)
- 2n, input 6
Homework
Make an input-output table for the rule 2n + 1.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| n + 4, input 10 | 14 | 2 |
| 3n, input 4 | 12 | 2 |
| Rule for 1→3, 2→6, 3→9 | 3n | 2 |
| Input giving 20 (n + 4) | 16 | 2 |
| 2n, input 6 | 12 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 14; 2 12; 3 3n; 4 16; 5 12.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Find a rule | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Complete an input-output table | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Write the rule with a variable | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Predict outputs | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Checking only one row. Test all rows.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Patterns.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: find a rule; complete an input-output table; write the rule with a variable; predict outputs.
Prerequisite knowledge. Lessons 2 and 3.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 35–45 minutes.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need paper. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Checking only one row. Test all rows.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Patterns. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.