Number Pattern Skills

Overview

Today students will recognize numbers up to 120 and decode simple number patterns. They will use mixed number cards to build and extend patterns, then explain the rule in their own words.

Learning intentions

• Students will count forward (and from a starting number) within 120.
• Students will read and write numerals represented on number cards.
• Students will arrange mixed number cards to form a repeating pattern.
• Students will extend a pattern and explain the pattern rule aloud.

Success criteria

• I can count to 120 starting from a given number.
• I can read and write the numerals on my cards.
• I can build a pattern using the cards that matches the given rule.
• I can predict the next number(s) and explain how I know.

Curriculum links

• Number and Operations in Base Ten: Count to 120, starting at any number less than 120; read and write numerals; represent a number of objects with a written numeral.
• Number and Operations in Base Ten: Understand the composition of numbers 11 to 19 as ten and ones.
• Number and Operations in Base Ten: Understand 10, 20, 30, …, 90 as one, two, three, … nine tens.
• Number and Operations in Base Ten: Understand two-digit numbers represent tens and ones.

Lesson structure (30 minutes)

1. 0–5 min · Warm-up counting. Teacher writes “Start at 57” and counts aloud with the student, continuing to 120; then points to a few numerals on the board and asks the student to read them. Student counts along, then reads 3–5 numerals from the board.

2. 5–10 min · Pattern introduction (teacher-led). Teacher draws a simple pattern on chart paper: 5, 10, 15, 20, __ (goal: count by 5s) and reads it aloud. Teacher asks: “What number comes next, and how do you know?” Student answers, then explains the rule using “+5 each time” language or equivalent.

3. 10–22 min · Card activity: pattern decoding. Teacher gives a mixed set of number cards (include numbers that support the intended pattern, plus a few distractors) such as: 5, 10, 15, 20, 25, 30, 12, 18, 14 (cards should be large enough to read easily).

• Teacher says: “We will form one pattern using the cards. Your job is to arrange them to match the pattern rule and then extend it.”
• Teacher prompts with a visible “Rule” target: “Count by 5” (or “+10,” if the chosen sequence fits better).
• Teacher watches as the student arranges cards in order, then asks: “How do you know this is the pattern rule?” Student sorts and arranges cards into the correct sequence, names the first five in order, and predicts the next two numbers to extend the pattern.

4. 22–27 min · Explain and check (reasoning aloud). Teacher points to the arranged sequence and asks two quick checks:

• “What is happening each time?”
• “Let’s verify: if we start at 10, what comes next?” Student answers and verbally “walks through” the pattern.

5. 27–30 min · Quick exit (one item). Teacher shows a short sequence with one blank: 20, 25, 30, __. Student writes the missing numeral and says the rule aloud.

Resources

• Number cards (mixed set) with clear numerals; include distractor numbers
• Chart paper or whiteboard markers
• “Count to 120” number line (or a partial 0–120 display)
• Pencil and paper for writing numerals
• Recording sheet or sticky notes for the student’s “rule” explanation (optional)

Assessment

• During warm-up, observe whether the student can count on from a starting number within 120 and correctly read numerals.
• During card activity, listen for correct pattern building and whether the student identifies the rule accurately (not just the answer).
• Exit ticket: one missing-number prediction plus a brief verbal rule statement.

Differentiation

• Support: Provide a number line from 0 to 60 and lightly mark the pattern jump points (e.g., every 5). Offer sentence starters: “The rule is ____,” “We add ____ each time,” “Next is ____ because ____.”
• Support: If needed, limit distractor cards to only 1–2 extra numbers so the pattern rule remains clear.
• Extension (if the student finishes early): Change the rule to “count by 10” using cards like 10, 20, 30, 40, 50, 60, plus distractors; ask for extending to two blanks and explaining the ten/one idea for numbers like 12 (ten and two ones).