Patterns that Pop

Overview

Year Level: Year 4
Duration: 50 minutes
Subject: Mathematics – Patterns and Algebra
Australian Curriculum Reference:
ACMNA081 – Explore and describe number patterns resulting from performing addition or subtraction
ACMNA082 – Solve word problems by using number sentences involving multiplication or division where there is no remainder

This engaging, hands-on session invites Year 4 students to explore the world of number patterns, using manipulatives, real-world contexts and collaborative challenges. By the end of the lesson, students will have identified, created and continued numerical patterns and connected them to simple rules expressed through informal algebraic thinking.

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Learning Intentions

• I will recognise and describe number patterns.
• I will use addition, subtraction, multiplication and division to continue patterns.
• I will create my own pattern and explain the rule behind it.

Success Criteria

• I can describe how a number pattern works.
• I can continue a pattern and write the next few terms.
• I can write a rule using mathematical language to describe the pattern.
• I can use materials or diagrams to represent a pattern clearly.

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Resources Needed

• Mini whiteboards and markers (1 per student)
• Pattern blocks (or coloured counters)
• Number cards (0–100)
• “Pattern Safari” worksheet (designed for this task)
• Interactive whiteboard or projector
• Timer or stopwatch
• Anchor chart paper
• Stickers or tokens for student incentives
• Digital camera or iPad for photo capture during activities (optional)

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Vocabulary

• Pattern
• Rule
• Continue
• Relationship
• Repeating
• Growing pattern
• Arithmetic sequence

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Lesson Structure

⏱ 0–10 mins: Warm-Up Challenge – “What’s the Pattern?”

Activity: Teacher projects a growing number pattern on the board (e.g. 3, 6, 12, 24, __, __).

• Students write their answers and the rule on their mini whiteboards and hold them up simultaneously.
• Discuss responses as a class.
• Use questioning:
  • “What do you notice?”
  • “How does each number change?”
  • “Can anyone spot a shortcut or trick to find the next one?”

Teaching Tip: Use the Think-Pair-Share strategy here to get all kids talking mathematically.

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⏱ 10–20 mins: Explicit Teaching

Teacher Modelling:

• Use number lines and visual charts to model different types of patterns:
  • Additive (e.g. +4 each time)
  • Multiplicative (e.g. x2 pattern)
  • Mixed patterns (e.g. +3, then x2, then +3...)
• Show how learners can describe the rule in words AND use simple algebra (e.g., “starts at 2 and goes up by 3 each time” or “term = 2 + 3 × n”).

Anchor Chart Creation:

• As a class, co-construct a colourful anchor chart titled “Powerful Patterns” to display key ideas.
• Stick to informal language but encourage correct terms.

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⏱ 20–35 mins: Exploratory Activity – “Pattern Safari”

Description: Students go on a pattern hunt around the room using a Pattern Safari worksheet.
Stations include:

1. Bead string patterns
2. Number pattern dominoes
3. Missing term puzzles (students solve for the missing number)
4. Concrete materials (counters, blocks) to construct physical patterns
5. Digital pattern task on iPad (optional)

Students travel in small groups (5–6 students), rotating every 3 minutes.

Bonus Challenge Card at each station: Students who finish early can attempt a challenge such as “Create a 4-step rule” or “Design a pattern that ends at 81.”

Teacher Role During Activity:

• Observe: note misconceptions and insights.
• Question: “What’s the rule behind your pattern?” or “Can you make it trickier?”
• Support: scaffold where needed.

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⏱ 35–45 mins: Create-a-Pattern Challenge

Task:
With a partner, students invent their own unique number pattern. They must:

• Write the first six terms
• Describe the rule clearly
• Represent it using materials, drawings or equations

Each pair records their pattern on large paper and sticks it on the board for a “Pattern Gallery”.

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⏱ 45–50 mins: Reflection and Sharing

Mindful Mathematician Circle: Gather students and reflect on the learning by asking:

• “What kinds of patterns did we find today?”
• “How do rules help us describe and continue patterns?”
• “Where do you see patterns in real life?”

Exit Ticket: On a sticky note, students complete the sentence:

“One thing I learned about patterns today is…”

Stick on the anchor chart as they leave.

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Differentiation Strategies

Support:

• Provide visual number lines
• Use concrete materials longer before abstract tasks
• Allow oral explanations where writing might be a barrier

Extension:

• Introduce variables (n) and simple expressions
• Complex pattern puzzles with two-step operations

Cultural Links:

• Embed Aboriginal and Torres Strait Islander perspectives by identifying patterns in traditional art or weaving

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Assessment for Learning

• Observational notes during group tasks
• Quality of responses on the Pattern Safari
• Student-created patterns and rules
• Exit tickets as formative assessment of understanding

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Teacher Reflection (Post-Lesson)

• Which students demonstrated strong pattern recognition?
• Who struggled with expressing the rule?
• Were the rotations smooth and engaging?
• How might we build on this foundation in future algebra-focused lessons?

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Extension Opportunities

• Digital tools like Scratch Jr. or Minecraft for building dynamic patterns
• Create a “Pattern Parade” wall with student work
• Invite students to find and photograph patterns at home

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Final Thought

By linking patterns with creativity, collaboration and concrete materials, we ensure students aren’t just identifying rules—they’re becoming mathematical detectives who notice detail, question what comes next and express their thinking with confidence!