You will learn
- Generate a pattern from a rule.
- Compare two patterns.
- Find relationships between corresponding terms.
- Extend patterns.
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
Numbers following a rule.
How terms change.
One number in a pattern.
Terms in the same position.
1. Discover: two savings plans
Ada saves 3 each week. Bayo saves 6 each week. Compare their savings after 1, 2, 3, 4 weeks.
2. Understand: patterns
- Ada: 3, 6, 9, 12. Rule: add 3 starting from 0.
- Bayo: 6, 12, 18, 24. Rule: add 6 starting from 0.
- Each Bayo term is twice the matching Ada term.
- Start at 4, add 6: 4, 10, 16, 22.
3. Explore: two patterns
You need paper.
- Write Ada’s pattern.
- Write Bayo’s pattern.
- Compare matching terms.
- State the relationship.
Think about it: what did you notice?
Bayo = 2 × Ada.
4. Practise
Guided practice
Question 1. Rule: start 4, add 6. Third term?
16.
Question 2. Ada 12, Bayo ?
24.
Question 3. Relationship?
Bayo is twice Ada.
Independent practice
- Start 5, add 4: first four terms
- Start 0, add 7: fourth term
- Pattern A: add 2; B: add 4 from 0; B is ___ times A
- Next: 2, 5, 8, 11
- Rule for 50, 45, 40, 35
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
A plant grows 4 cm a week from 10 cm. Height after 3 weeks?
Show a sample answer
22 cm.
6. Common mistake
Fix: Match the same term numbers.
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 make patterns.
- Match corresponding terms.
- State the relationship.
9. Next lesson
Next lesson: Rules and relationships. Keep going with the next idea in this course.
Printable worksheet
- Start 5, add 4: terms
- Start 0, add 7: fourth term
- A add 2, B add 4 from 0: B is ___ times A
- Next: 2, 5, 8, 11
- Rule for 50, 45, 40, 35
Homework
Make two patterns with a relationship and describe it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| Start 5, add 4: terms | 5, 9, 13, 17 | 2 |
| Start 0, add 7: fourth term | 21 | 2 |
| A add 2, B add 4 from 0: B is ___ times A | 2 | 2 |
| Next: 2, 5, 8, 11 | 14 | 2 |
| Rule for 50, 45, 40, 35 | subtract 5 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 5, 9, 13, 17; 2 21; 3 2; 4 14; 5 subtract 5.
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 Generate a pattern from 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 Compare two patterns | 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 Find relationships between corresponding terms | 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 Extend patterns | 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: Comparing wrong positions. Match the same term numbers.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Skip count by 2, 5, 10.
- 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: generate a pattern from a rule; compare two patterns; find relationships between corresponding terms; extend patterns.
Prerequisite knowledge. Grade 4 patterns.
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. Comparing wrong positions. Match the same term numbers.
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. Skip count by 2, 5, 10. 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.