Notice and Continue Patterns

Overview

Lesson 1 of 3 in Growing Patterns With Two Variables. Students notice, continue and describe sequential growing patterns, recording the term number and number of objects in a table.

Learning intentions

• WALT create and continue a sequential growing pattern.
• WALT identify and record two variables: term number and number of objects.
• WALT describe what changes from one term to the next.
• WALT organise our thinking in a table and explain how we know.

Success criteria

• I can identify the term number and object number as two variables.
• I can continue a growing pattern correctly.
• I can describe the equal growth between terms.
• I can record my thinking in a table.

Curriculum links

• Algebra: recognise, continue and describe sequential growing patterns.
• Algebra: investigate relationships between two variables and organise values in a table.
• Mathematical practices: notice patterns, represent ideas, reason, explain and justify.
• Communication and collaboration: discuss strategies with a partner and use mathematical language.

Lesson structure (15 minutes)

1. 0–2 min — Notice the pattern

Open with the pattern hook slides and display a growing tile pattern: Term 1 has 3 tiles, Term 2 has 5 tiles, and Term 3 has 7 tiles. Explain that the two variables are the term number and the number of tiles. Ask, “What stays the same? What changes?” Students quietly notice, talk with a partner, and suggest the next term.

2. 2–6 min — Model and build

Use the worked tile pattern to build or display the pattern. Model this table on the board and on the pattern tables worksheet:

Term number	1	2	3	4
Number of tiles	3	5	7	9

Think aloud: “The term number changes by one each time. The number of tiles increases by two each time.” Do not introduce a formal algebraic rule. In pairs, students build, draw or describe Terms 4 and 5 and complete the table. Prompt: “What is added each time?”

3. 6–11 min — Apply to a second pattern

Display the second example using the sticks pattern task: Term 1 has 4 sticks, Term 2 has 7 sticks, and Term 3 has 10 sticks. In pairs, students use the pattern tables worksheet to record Terms 4 and 5 and explain the growth.

Circulate and ask, “How do you know?” and “What are the two variables?” Check that students identify three sticks added each time, rather than simply copying a picture or changing the term number incorrectly. Invite one or two students to explain their strategy.

4. 11–15 min — Independent follow-up

Ask students to complete the independent task on the independent pattern task:

“A pattern has 6 counters in Term 1, 9 in Term 2, and 12 in Term 3. Draw or describe Terms 4 and 5, complete the table, and write the growth rule in words.”

Students work independently and hand in the sheet, or place it in the collection tray. Confer briefly with selected students, especially those who have confused the term variable with the object variable. If time allows, ask students to circle the two variables in their table.

Resources

• the pattern lesson deck — one deck used throughout the lesson.
• the pattern tables worksheet — pair and independent recording tasks.
• Linking cubes, counters or square tiles.
• Craft sticks or drawn stick representations.
• Board or visualiser.
• Pencils and erasers.
• Prepared table showing term number and number of objects.

Assessment

• Listen during partner talk for students distinguishing the term number from the number of objects.
• Observe whether students identify and use equal growth, rather than copying only the visible arrangement.
• Collect or photograph the independent task. Look for correct Terms 4 and 5, a completed table, and a rule such as “add 3 each time”.

Differentiation

• Year 5: provide counters or squared paper, the first three terms and a partially completed table. Accept a verbal rule such as “add 3 each time”.
• Year 6: invite students to create a pattern with a different starting amount, predict Term 8, and explain how they know.
• Support learners who need scaffolding with colour-coded headings: one colour for term number and another for object number. Offer manipulatives, drawing and oral explanation before recording.
• EAL learners: rehearse the sentence frame, “Each term, I add ___ ___. The variables are ___ and ___.” Pair students strategically and display the words term, objects, increase and table.