Find Everyday Patterns

Overview

In this 30-minute lesson, students identify, describe, and continue number patterns found in calendars, house numbers, money, and counting objects. They build on prior work with place value and multi-digit numbers by noticing what changes and stating the rule.

Learning intentions

Students will be able to:

• Identify the part of a number sequence that changes.
• Find a missing number in a pattern.
• Describe a pattern rule using “add” or “subtract.”
• Connect number patterns to everyday situations.

Success criteria

• I can identify what changes in a number pattern.
• I can find the missing number.
• I can describe the rule by speaking, pointing, or using symbols.
• I can explain how an everyday situation shows a pattern.

Curriculum links

• Measurement and Data — solve problems using addition and subtraction and represent quantities with diagrams.
• Measurement and Data — recognize relative sizes and relationships within measurement systems.
• Number and Operations in Base Ten — read, write, compare, and reason about multi-digit whole numbers.
• Georgia Standards of Excellence, Common Core-aligned Grade 4 mathematics expectations for patterns, operations, measurement, and place value.

Lesson structure (30 minutes)

1. 0–4 min · Hook: Notice the pattern. Teacher opens the everyday patterns introduction and displays a calendar row, a set of house numbers, coins, and counting objects; students silently notice what changes, then share one observation with a partner.

2. 4–10 min · I do: Model everyday patterns. Teacher models sequences such as calendar dates 10, 11, 12, 13; house numbers 200, 210, 220, 230; money amounts $1, $2, $3, $4; and groups of objects increasing by 5, using color arrows and the words pattern, repeat, increase, decrease, rule, and sequence. Students repeat the language orally and use thumbs up for “increase” or thumbs down for “decrease.”

3. 10–15 min · We do: Find the change. Teacher uses the guided pattern slides to show visual sequences with one missing number, thinking aloud: “I compare two neighboring numbers, find the change, and apply the same rule.” Students work with a partner to identify whether each rule adds or subtracts, then drag or point to the missing number on the displayed sequence.

4. 15–19 min · We do: Explain the rule. Teacher presents 2,000, 4,000, 6,000, __ and 500, 400, 300, __, asking, “What changes? How do you know?” Students hold up an add or subtract signal, choose from displayed answer choices, and complete the sentence orally: “The rule is ___ ___.”

5. 19–26 min · You do: Independent pattern practice. Teacher distributes the picture-supported number patterns worksheet and supports students individually or in pairs as needed. Students complete three picture-supported patterns, identify the missing number, and state the rule by speaking, pointing to “add” or “subtract,” drawing arrows, or writing a number sentence.

6. 26–28 min · Share and check. Teacher selects two worksheet examples, including one increasing and one decreasing pattern, and asks students to justify the missing number. Students compare answers with a partner and correct their work using a different color.

7. 28–30 min · Exit assessment. Teacher displays the five exit questions in the review and exit-ticket slides and reads each aloud; students answer on the worksheet, point to a choice, or respond orally while the teacher records individual understanding.

Resources

• the everyday patterns slide deck
• the picture-supported number patterns worksheet
• Calendar or calendar image
• Number cards showing house-number sequences
• Coins or paper money
• Counting cubes or classroom objects
• Dry-erase boards and markers
• Large-print add/subtract response cards
• Colored pencils or highlighters

Assessment

• During modeling and guided practice, listen for students identifying the change and using accurate language such as “increase by 10” or “decrease by 100.”
• Check whether each student can select the missing number and distinguish between an addition and subtraction rule.
• Use the exit questions:

1. 10, 20, 30, __: A 35, B 40, C 50
2. 500, 400, 300, __: A 200, B 250, C 100
3. A calendar pattern usually changes by: A 1 day, B 10 days, C 100 days
4. 2,000, 4,000, 6,000, __: A 7,000, B 8,000, C 10,000
5. The rule for 90, 80, 70 is: A add 10, B subtract 10, C add 20

Expected answers are B, A, A, B, and B. Note whether students can explain the rule, not only select an answer.

Differentiation

• For support, use real objects, short three- or four-term sequences, large spaced numerals, color-coded arrows, and repeated oral modeling. Provide add and subtract cards so students can point rather than write.
• Pair students strategically and assign a partner to model the first example before independent work. Use sentence starters: “The numbers are ___,” “The pattern changes by ___,” and “The rule is ___.”
• For students with dyslexia or reading difficulties, read every direction aloud, use picture sequences and uncluttered worksheets, avoid dense text, provide oral repetition, and accept spoken, pointed, drawn, or symbolic answers.
• For students ready for challenge, ask them to create an everyday pattern with at least four terms, include a missing term, and explain how they know the rule works.