Describing growing number patterns
Recognise, describe and create additive patterns that increase or decrease by a constant amount using numbers, shapes and objects, state the rule, and find missing elements
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Describing growing number patterns means practising the idea at the table with counters or paper models and one clear check. We will demo once, then your child tries.
Materials: 20 counters or beans; Paper and pencil for recording sums. Adult models 7 + 5 with counters, then writes the sum. Child builds three addition problems with counters and records each sum. Done: three correct sums with counters matching the written numbers. Stop after the fresh check; keep optional challenge for another day.
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Illustrative Mathematics · Practice link — not the full lesson
Thousands and Millions of Fourth Graders
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Thousands and Millions of Fourth Graders supports describing growing number patterns. Not every worksheet pack.
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Before you openAsk the learner to explain one step of “Thousands and Millions of Fourth Graders” in their own words.
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Public Illustrative Mathematics task page. The .html address responds HTTP 308 to this URL. An anonymous GET of this URL on 2026-11-12 returned HTTP 200 with no login or payment prompt. Where a teacher solution is present, it is on the same page as the student task; this check did not find a separate locked student view. An adult can use the student view section and should not read a solution aloud. Advertising was not observed in the fetched HTML text; that is not a browser, device, or ad-free guarantee. This is a paper or discussion task, not an automatically marked interactive game. Opening the link does not save practice or assess mastery. Diagrams on the page use missing or filename-only alt text, so they are not an accessible image equivalent. Accessibility still depends on an adult describing the picture.
Illustrative Mathematics. “Thousands and Millions of Fourth Graders.” Licensed CC BY-NC-SA 4.0. External task; Gakuva does not copy, host, embed, or redistribute it.
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Check understanding
- Describe 5, 8, 11, 14 as 'start at 5 and add 3 each time'
- Find the missing numbers in 40, 35, __, 25, __, 15
- Build a tower pattern that grows by 2 blocks each step and predict the 6th tower
“If your child sees the house numbers 5, 8, 11, 14 along a street, can they say the numbers go up by 3 each time and work out what comes next?”
Curriculum record
- Type
- Conceptual
- Subject
- Mathematics
- Domain
- Algebra
- Age range
- Ages 3–13
Standards