Grade 3

Strand C Algebra
C1. Patterns and Relationships
Editable Problems

Table of Contents
Day 1 Three Part Lesson 1: Identifying and Describing Repeating Patterns Pg. 3

Day 2 Three Part Lesson 2: Creating Repeating Patterns Pg. 6

Day 3 Three Part Lesson 3: Translating Repeating Number Patterns into Pg. 9
Geometric Patterns

Day 4 Three Part Lesson 4: Extending and Solving Repeating Patterns Pg. 13

Day 5 Worksheet: Practice Repeating Patterns 1 Pg. 17

Worksheet: Practice Repeating Patterns 2 Pg. 20

(Multiple Choice and Problem Solving)

Day 6 Lesson 5: Identifying Patterns with a Repeating Operation Investigation Pg. 22

Day 7 Lesson 6: Translating Patterns with a Repeating Operation Investigation Pg. 34

in to a Table of Values

Day 8 Three Part Lesson 7: Extending and Solving Patterns with a Repeated Pg. 43
Operation

Day 9 Three Part Lesson 8: Creating Patterns with Repeated Addition or Pg. 47
Subtraction

Day 10 Worksheet: Practice Patterns with Repeated Operations 1 Pg. 50

Worksheet: Practice Patterns with Repeated Operations 2 (Multiple Pg. 52

Choice and Problem Solving)

Day 11 Lesson 9: Pattern Matching Game Pg. 54

Day 12 Lesson 10: Patterns in Whole Number Relationships Pg. 54

Day 13 Review Pg.66

Day 14 Test Pg. 72

Rubric Pg. 78

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 Teaching with Jen and Dawn
Lesson 1: Identifying and Describing Repeating Patterns

Minds On:
1. Google “Patterns in handicrafts” or “Patterns in buildings”, then click “Images” and show the
results to the students. Ask them to describe any patterns they see.
- What patterns do you see?
- What makes it a pattern?

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2. Where else have you seen or experienced patterns in real life? In your home or in the
classroom?

During:
Ms. Sharma asked her students to make repeating patterns. Below are the answers from 4
students. Did they each make a repeating pattern? Justify your thinking.

Rima:

Amit:

Nushi: 2, 4, 2, 4, 2, 4, 2, 4

Pedro: 1, 3, 2, 5, 0, 4, 7, 9

Independent Practice
For each of the patterns below, determine if it is a repeating pattern or not. Justify your answers
by identifying the attributes that are changing and the pattern core.

a)

b)

c)

d) 5, 10, 15, 5, 10, 15, 5, 10

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 Name: ____________________________________

Identifying and Describing Repeating Patterns

Learning Goal:
We are learning to identify and describe repeating patterns.

Success Criteria:

I can identify a repeating pattern as a pattern that has a pattern core that repeats.

I can describe a repeating pattern by telling the pattern core and the attribute(s) that
change.

Pattern Core: The shortest string of elements in a pattern that repeats.

In this pattern,

the pattern core is square, triangle.

Attributes: Elements that can change in a pattern.

For example, shape, size, number, position, orientation
In this pattern

the attribute that changes is shape.

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 Name: ____________________________________

Identifying and Describing Repeating Patterns

Independent Practice

For each of the patterns below, determine if it is a repeating pattern or not.

Justify your answers by identifying the attributes that are changing and the
pattern core.

a)

b)

c) 5, 10, 15, 5, 10, 15, 5, 10

d)

Lesson 2: Creating Repeating Patterns

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Minds On:
Create a repeating pattern with body percussion (clapping, slapping on legs, stomping feet,
snapping fingers, etc.).
Some examples:
1) clap, clap, snap, snap
2) stomp, stomp, clap
3) slap, clap, snap
Ask students to join in with you once they figure out the pattern.

Then have students create their own repeating pattern with body percussion (by themselves or
with a partner). Have them share it with the class and have the class join in when they figure
out the pattern.

During:
Create a repeating pattern that matches one of the descriptions below:
a) it has 3 different shapes
b) it is an ABB pattern with different colours
c) the 5th shape is a circle
d) it has triangles in different orientations
e) it has circles of different sizes
f) the pattern core has 3 numbers

Challenge: Create a repeating pattern that follows two or more of the descriptions.

Extension: Create a repeating pattern for each description.

Independent Practice
Create a repeating pattern for each of the descriptions below. Write the pattern rule for each
pattern you create.
a) it has 3 different colours
b) it is an ABA pattern with different shapes
c) the 3rd number in the pattern is 5
d) it has squares that change size
Challenge: Create a repeating pattern that follows two or more of the descriptions.

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 Name: ____________________________________

Creating Repeating Patterns

Learning Goal:
We are learning to create repeating patterns.

Success Criteria:
I can create a repeating pattern
- that has a pattern core
- that repeats

Pattern Core: The shortest string of elements in a pattern that repeats.

In this pattern,

the pattern core is square, triangle.

Attributes: Elements that can change in a pattern.

Shape

Colour

Size

Orientation

Position

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 Name: ____________________________________

Creating Repeating Patterns

Independent Practice

Create a repeating pattern for each of the descriptions below. Write the pattern
rule for each pattern you create.

a) it has 3 different colours

b) it is an ABA pattern with different shapes

c) the 3rd number in the pattern is 5

d) the pattern core has 3 different numbers

Challenge: Create a repeating pattern that follows two of the descriptions.

Lesson 3: Translating Repeating Number Patterns into Geometric Patterns

Minds On:

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 1. Display the following patterns and ask students “What do you notice?”
2. If more prompting for discussion is needed, ask “How are these patterns the same?
How are they different?”

3. Write down the number pattern 1, 2, 3, 1, 2, 3 and ask students how this number pattern
is similar to the geometric patterns
4. Inform students that translating patterns means making another pattern with the same
structure (pattern core: 1, 2, 3) but can be represented in different ways (numbers,
shape)

During:
Translate one of these number patterns into two different geometric patterns using shapes.

a) 5, 3, 1, 5, 3, 1
b) 2, 4, 6, 2, 4, 6, 2, 4, 6
c) 1, 1, 1, 2, 2, 1, 1, 1, 2, 2
d) 3, 2, 2, 3, 3, 2, 2, 3
Extension: Translate all the number patterns into geometric patterns.

Independent Practice
(See the next two pages - the success criteria and independent task worksheet can be copied
front and back for a one-page handout for each student OR you can use appendix 2 for slips to
glue into math journals to be answered.)

1. Identify the pattern core. Translate these patterns into geometric patterns using shapes.

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 a) 4, 8, 2, 4, 8, 2, 4, 8
b) 1, 3, 1, 1, 3, 1, 1, 3
c) 6, 4, 4, 6, 4, 4, 6, 4

2. Identify the pattern core. Translate these geometric patterns into number patterns.

a)

b)

Name: ____________________________________

Translating Repeating Number Patterns into

Geometric Patterns
Learning Goal:
We are learning to translate repeating number patterns into geometric patterns.

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Success Criteria:
I can translate a repeating number pattern into geometric patterns with shapes by
- identifying the pattern core in the number pattern
- choosing one shape to create the geometric pattern
- using the number of shapes to match each number in the pattern core
- For example, in the pattern 5, 3, 1, 5, 3, 1, using 5 squares, then 3
squares, then 1 square
- repeating the pattern core, in the same way, with the same number and
arrangement of shapes

Repeating Number Pattern Repeating Geometric Pattern

Pattern core
5, 3, 1, 5, 3, 1

1, 1, 1, 2, 2, 1, 1, 1, 2, 2

Name: ____________________________________

Translating Repeating Number Patterns into

Geometric Patterns
Independent Practice
1. Identify the pattern core. Translate these patterns into geometric patterns using
shapes.
a) 4, 8. 2, 4, 8, 2, 4, 8

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 b) 1, 3, 1, 1, 3, 1, 1, 3

c) 6, 4, 4, 6, 4, 4, 6, 4

2. Identify the pattern core. Translate these geometric patterns into number
patterns.
a)

b)

Lesson 4: Extending and Solving Repeating Patterns

Minds On:
Consider this pattern. What do you notice

1 2 3 4 5 6

a) What would come before?

b) What would come next?
c) What would the 20th shape in this pattern be? Explain how you know.

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During:
Gordon was making a friendship bracelet to give to his best friend. He decided to make a
repeating pattern of black, red, and blue beads. When he was tying the ends, two beads slipped
off the beginning and even more came off the end. This is what was left on the string.

before next
? ?
What two beads came before?
What two beads came next?

Choose one of these two questions to answer:

Parallel Task 1: If he starts the bracelet with a black bead and he wants the bracelet to be 21
beads long, what will the last colour be? Explain how you know and justify your answer.
OR
Parallel Task 2: If he starts the bracelet with a black bead and he wants the bracelet to be 75
beads long, what will the last colour be? Explain how you know and justify your answer.

Independent Practice
(See the next two pages - the success criteria and independent task worksheet can be copied
front and back for a one-page handout for each student OR you can use appendix 2 for slips to
glue into math journals to be answered.)

Here is a repeating pattern:

a) What is the pattern rule?
b) What 4 shapes come before?
c) What 4 shapes come next?
d) What shape will be in the 20th position? Explain how you know.
e) What shape will be in the 50th position? Explain how you know.

Answers:
a) the pattern rule is a repeating pattern with “triangle, circle, pentagon, square”, as the
pattern core
b) the 20th term will be a square
c) the 50th term will be a circle

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 Name: ____________________________________

Extending and Solving Repeating Patterns

Learning Goal:
We are learning to determine pattern rules and use them to extend and make
predictions for repeating patterns.

Success Criteria:
I can state the pattern rule for a repeating pattern by determining the pattern core
(the shortest part of the pattern that repeats).
- For example, the pattern core is black, red, blue.
The pattern rule is: a repeating pattern with the pattern core “black, red,
blue”

Black Red Blue Black Red Blue

I can extend a repeating pattern using the pattern core to find what comes next
and what come before

? ? Blue Black Red Blue Black ?

position 1 2 3 4 5 6 7 8
I can predict different positions in a repeating pattern by:
- Writing the pattern out until I get to the position it is asking for
black, red, blue, black, red, blue, black, red, blue

- Using skip counting to find the position number I’m looking for (e.g., skip count
by 3s since there are 3 shapes in the pattern core, so 3, 6, 9, 12, 15, 18, 21 will all be blue
and the positions before each of these numbers would all be red; 2, 5, 8, ...

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 Name: ____________________________________

Extending and Solving Repeating Patterns

Independent Practice

Here is a repeating pattern:

a) What is the pattern rule?

b) What 4 shapes come before?

c) What 4 shapes come next?

d) What shape will be in the 20th position? Explain how you know.

e) What shape will be in the 50th position? Explain how you know.

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 Name: _________________________________

Repeating Patterns Practice Worksheet 1

1. For each repeating pattern below, tell which attributes are changing (e.g.,
size, shape, colour, orientation, position, number)

a) __________________

b) __________________

c) ___________ and ______________

2. Circle the pattern core in the pattern and draw the next 3 shapes.

3. Create your own repeating pattern. Tell what attribute is changing and circle
the pattern core.

4. Translate the number pattern into a geometric pattern.

1, 2, 3, 1, 2, 3, 1, 2

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5. Translate this geometric pattern into a number pattern.

_____, _____, _____, _____, _____, ______, _____, ______

6. For the repeating patterns below, write or draw what comes before and what
comes after. Write the pattern rule.

a) _____, 1, 4, 6, 2, 1, 4, 6, 2, 1, 4, 6, 2, _____

Pattern Rule: ___________________________________________________

b) _______ _______

Pattern Rule: ___________________________________________________

7. Here is a repeating pattern: ?

a) What is the missing shape in the pattern? How do you know?

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 b) What are the next three shapes in the pattern?

c) What will the 18th shape be? Explain how you know.

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 Name: ____________________________________

Repeating Patterns Practice Worksheet 2

Multiple Choice and Problem Solving

Multiple Choice: Circle ONE answer for each question.

1. Which of the following is an example of a repeating pattern?

a) your first day of grade 3
b) having pizza lunch every Friday
c) going to see a movie this Saturday
d) visiting a restaurant with your family next Sunday

2. Chen will vacuum on June 2nd and every 3rd day after that.
He shades the dates he vacuums on the calendar. Which calendar shows the
dates shaded correctly?

a) b)

c) d)

3. Dawit is making this pattern using arrows. Which two attributes does Dawit
change to make this pattern?

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 a) number and shape
b) direction and number
c) shape and size
d) size and direction

Problem Solving: Show all your work and explain your thinking.

4. Hugo is reading a book with 12 chapters. He reads chapter 1 on the first day
of January. Four days later, he reads chapter 2. Will Hugo finish the book by
January 31st if he continues to read one chapter every 4 days? Explain your
answer.

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Lesson 5: Identifying Patterns with a Repeating Operation Investigation

Minds On:
Why are these patterns?

a) 2, 4, 6, 8, 10?

b)

Tell the students that today they are going to investigate these kinds of patterns.

Independent Practice
See the two pages after the student investigation pages - the success criteria and independent
task worksheet can be copied front and back for a one-page handout for each student OR you
can use appendix 2 for slips to glue into math journals to be answered.

Write the pattern rule and the next number or figure in each pattern.

a) 23, 33, 43, 53…

b) 17, 15, 13, 11 …
c) 1, 2, 4, 8 …
d) e)

Names: _________________________________

Patterns with a Repeating Operation

INVESTIGATION

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What is a Pattern with a Repeating Operation?

These are three examples of patterns with repeating operations.

2, 4, 6, 8, 10 …

10, 8, 6, 4 …

1. Why do you think they are called patterns with repeating operations?

_________________________________________________________________

_________________________________________________________________

Pattern Rules for Patterns with Repeating Operations

Learning Goal: We can describe patterns with repeating operations using pattern
rules.

Let’s look at this pattern: 2, 5, 8, 11 …

2. What is the first number in the pattern? ___________

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3. What is the second number in the pattern? ___________

4. What do you do to the first number to get to the second number? (Do you add
or subtract? How many?)

________________________________________________________________

5. What do you do to the second number to get to the third number? Is it the
same as before?

_________________________________________________________________

6. What do you do to the third number to get to the fourth number? Is it the same
as before?

_________________________________________________________________

The pattern rule tells how to start the pattern and how to continue it. The
pattern rule is: “Start at 2 and add 3 each time”

Try this one next! Take a look at this pattern:

10, 9, 8, 7, 6 …

7. What is the first number in the pattern? ___________

8. What is the second number in the pattern? ___________

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9. What do you do to the first number to get to the second number? (Do you add
or subtract? How many?)

________________________________________________________________

10. What do you do to the second number to get the third number? (Do you add
or subtract? How many?)

________________________________________________________________

11. What is the pattern rule? Fill in the blanks.

Start at ______________ and ______________ ___________ each time.

What is the first Add or Subtract? How many?
number in the pattern?

Try this one next! Take a look at this pattern:

2, 4, 8, 16 …

12. What do you do to the first number to get to the second number?

_______________________________________________________________

13. What do you do to the second number to get to the third number?

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_________________________________________________________________

14. Are your answers to question 11 and 12 the same?

If not, is there another answer to those questions that would be the same for
both? Hint: Try a different operation.

_________________________________________________________________

15. What is the pattern rule?

Start at _________ and ___________________ by _________ each time.

Try this one on your own. Take a look at this pattern:

2, 8, 14, 20…

16. What is the pattern rule?

_________________________________________________________________

Try this one on your own. Take a look at this pattern:

20, 19, 18, 17…

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17. What is the pattern rule?

_________________________________________________________________

Try this one on your own. Take a look at this pattern:

3, 6, 12, 24…

18. What is the pattern rule?

_________________________________________________________________

Now let’s write a pattern rule for this kind of growing pattern.

19. How many squares are in the first position? _________________

20. How many squares are in the second position? ____________

21. What do you do to the number of squares in the first position to get to the
number of squares in the second position?

_________________________________________________________________

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22. What do you do to the number of squares in the second position to get the
number of squares in the third position? Is it the same as before?

_________________________________________________________________

The pattern rule tells how to start the pattern and how to continue it.

The pattern rule is: “Start with 2 squares and add 1 square to the side each
time.”

Try this one next! Take a look at this pattern:

23. How many circles are in the first position? ___________

24. How many circles are in the second position? ___________

25. What do you do to the number of circles in the first position to get to the
number of circles in the second position?

_________________________________________________________________

26. What is the pattern rule?

_________________________________________________________________

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Try this one on your own. Take a look at this pattern:

27. What is the pattern rule?

________________________________________________________________
Extending a Pattern with Repeating Operations

We can use the pattern rule to extend the pattern with repeating operations and
determine the next number in the pattern.

In this pattern, 3, 5, 7, 9… the pattern rule is “Start at 3 and add 2

each time.”

28. So to get the next number in the pattern, we add 2 to the last number given.

9 + 2 = ___________. The next number in the pattern is __________.

In this pattern,

the pattern rule is “Start with 2 squares and add 1 square to the side each
time.”

So to make the next position in the pattern, we add 1 square to side of the
squares on the last figure in the pattern.

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29. What comes next in the pattern? ___________________________.

Use the pattern rules to determine what comes next in each pattern.

30. 12, 10, 8, 6…

Pattern Rule: Start at 12 and subtract 2 each time.

What comes next in the pattern? _______________

31. 18, 22, 26, 30…

Pattern Rule: Start at 18 and add 4 each time.

What comes next in the pattern? _______________

32.

Pattern Rule: Start with 2 circles and add 2 circles to the side top and side bottom
each time.

What comes next in the pattern? _________________________

33.

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Pattern Rule: Start with 1 square and add 1 square to the top and right side each
time.
Name: ____________________________________

What comes next in the pattern? _____________________

Identifying Patterns with a Repeating Operation
Learning Goal:
We are learning to identify, describe, and extend patterns with a repeating
operation.

Success Criteria:
I can identify a pattern with a repeating operation by checking if the pattern is
changing by the same amount each time, for example;

Adding: 2, 4, 6, 8…. (increasing by 2 each time)

Subtracting: 10, 9, 8, 7… (decreasing by 1 each time
Multiplying: 3, 6, 12, 24… (multiplying by 2 each time)
Dividing: 5, 5, 5, 5… (dividing by 1 each time)

I can describe the pattern rule for a pattern with a repeating operation by telling
how the pattern starts, and how it changes each time, for example;

Pattern: Rule:
3, 7, 11, 15… Start with 3 and add 4 each time.

Start with 2 squares and add 2 squares

on the side each time

I can extend a pattern with a repeating operation by following the pattern rule,
for example, in the pattern, 3, 7, 11, 15… the next term is 19 because the pattern

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adds 4 each time and 15 + 4 = 19.

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 Name: ____________________________________

Identifying Patterns with a Repeating Operation

Independent Practice
Write the pattern rule and the next number or figure in each pattern.

a) 23, 33, 43, 53…

b) 17, 15, 13, 11 …

c) 1, 2, 4, 8 …

d)

e)

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Lesson 6: Translating Patterns with a Repeating Operation

Minds On:
Look at these patterns. What do you notice?
What comes next? What comes before?
What are the pattern rules?

Independent Practice:
The success criteria and independent task worksheet, found in this package after the student
worksheets for the investigation, can be copied front and back for a one-page handout for each
student OR you can use appendix 1 for slips to glue into math journals to be answered.

1. Create a table of values for each of these patterns.

a) 1, 3, 5, 7…
b) 2, 6, 10, 14…

2. Translate these patterns into number patterns.

Create a table of values for each pattern.

a) b)

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 Names: _________________________________

Translating Patterns with a Repeating

Operation INVESTIGATION
We can translate patterns with a repeating operation into different
representations.

To this, we need know what term numbers and term values are.

In the pattern 5, 8,11,14… “Term Value” or just ”Term”

“Term Number” 1 2 3 4

We say “the first term is 2” or “8 is the third term in the pattern”.

1. Fill in the blanks:

The numbers in the pattern are called the ______________________.

The order of the terms (or positions) in the pattern are called the

_________________________.

Translating Number Patterns into a Table of Values

We can translate a pattern into a table of values.

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A table of values is a chart that lists the term numbers in the left column and the
terms in the right column.

Let’s look at this pattern

5, 8, 11, 14…

2. What is the first number in the pattern? ____________

This is the first term.

3. What is the second term in the pattern? _____________

This is the second term.

Term number 1 2 3 4
Term
5, 8, 11, 14 …
Let’s put the first two terms into the Table of Values.

Term Number Term

1 5
2 8
3
4

4. Fill in the rest of the table of values for this pattern by putting the last two
terms in the table of values above 5, 8, 11, 14…
Now, it’s your turn! Look at the pattern
5, 13, 21, 29…

5. Make a table of values for this pattern: 5, 13, 21, 29…

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 Term Number Term

Translating Geometric Patterns into a Number

Pattern and a Tables of Values

Let’s Look at this Pattern

1 2 3 4
“Term Number”
means the position
number
“Term Value” or just ”Term”
means how many shapes are in each
position.

We will use the position of each figure and the term values to make a table of
values. First we will translate the pattern into a number pattern.

6. How many squares are in the first position? __________

7. How many squares are in the second position? __________

8. How many squares are in the third position? __________

9. How many squares are in the fourth position? __________

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You have found the first four terms in the number pattern!

10. Write down the first four terms in the number pattern using the answers from
questions 6, 7, 8, and 9. 1 2 3 4

_______, _______, _______, _______

11. Now let’s fill in the table of values with the terms (number of squares in each
position).

Position Number of Squares

Term Number Term

1
2
3
4

Now, let’s translate this geometric pattern into a number pattern!

12. Translate the geometric pattern into a number pattern.

Hint: Write down the term values (the number of hearts in
each term) starting with position 1.

______, ______, ______, ______

1 2 3 4

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13. Now translate the pattern into a table of values.
Position Number of Hearts

Term Number Term

1
2
3
4

Now it’s your turn! Look at the dots in this 10-frame pattern.

v v v v v v v v v v
v v v v v v v v v v
1 2 3 4
14. Translate the geometric pattern into a number pattern.

______, ______, ______, ______

15. Translate the pattern into a table of values.
Position Number of Dots

Term Number Term

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Here is another geometric pattern with a repeating operation.

1 2 3 4
Term Number Term

16. Translate the geometric pattern into a number pattern and a table of values.

______, ______, ______, ______

Name: ____________________________________

Translating Patterns with a Repeating Operation

Learning Goal:
We are learning to translate patterns into tables of values.

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Success Criteria:

I know the elements in the pattern are called terms and the term number (position)
refers to the order of the terms in the pattern.
Geometric Pattern Number Pattern
1 2 3 4 2, 5, 8, 11 …
Term Numbers

Terms

Terms
I can translate geometric patterns into number patterns.
Geometric Pattern Number Pattern
2, 5, 8, 11 …

I can translate a pattern into a table of values.

1 2 3 4 Number of Squares
Position

Term Number Term

1 2

2 5

3 8

4 11

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 Name: ____________________________________

Translating Patterns with a Repeating Operation

Independent Practice
1. Create a table of values for each of these patterns.

a) 1, 3, 5, 7… b) 2, 6, 10, 14…

Term Number Term Term Number Term

2. Translate these patterns into a number pattern.

Create a table of values for each pattern.

Term Number Term

a)

______, ______, ______, ______

b)
Term Number Term

______, ______, ______, ______

Lesson 7: Extending and Solving Patterns with Repeated Operations

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Minds On:
Miracle is making this pattern with toothpicks.

1 2 3 4
1) What number pattern describes the number of toothpicks she uses? Explain how you know.

a) 1, 2, 3, 4 …
b) 4, 8, 12, 16 …
c) 4, 7, 10, 13 …

2) What are the next two terms?

During:

Zara makes a pattern with popsicle sticks.

1 2 3
How many popsicle sticks does she need to make position 4 and position 5? Show how you
know and explain your thinking.

Extension: If you had 21 popsicle sticks, which position could you make?

3 7
4 9

Independent Practice
See the next two pages - the success criteria and independent task worksheet can be copied
front and back for a one-page handout for each student OR you can use appendix 2 for slips to
glue into math journals to be answered.

1. Isaiah makes this pattern with square tiles.

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 a) How many square tiles does he need to make Figure 6?
Show how you know and explain your thinking.
b) If you only had 16 square tiles, what position could you build? Show how you know.
2. Gina made this pattern. 2, 9, _____, 23, 30, 37, _____, _____, 58. What are the missing
terms? Show how you know.
3. A pattern starts at 40 and decreases (gets smaller) by 2 each time.
40, 38, 36, _____, _____, 30 …. What are the missing terms? Show how you know.

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 Name: ____________________________________

Extending and Solving Patterns with a Repeating

Operation
Learning Goal:
We are learning to make predictions in patterns with a repeating operation.

Success Criteria:

I can extend and make a prediction in a pattern with a repeating operation by:

Drawing the terms: draw the figure in the fourth position and then count the
popsicle sticks.

Position 1 Position 2 Position 3 Position 4

Translating the pattern to a numeric pattern, finding the pattern rule, and
extending the pattern until the term number you need.

+2 +2 +2

3, 5, 7, 9 _

Translating the pattern to a table of values and looking for a relationship.

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 Name: ____________________________________

Extending and Solving Patterns with a Repeating

Operation
Independent Practice

1. Isaiah makes this pattern with square tiles.

1 2 3
a) How many square tiles does he need to make Figure 6?
Show how you know and explain your thinking.

b) If you only had 16 square tiles, what position could you build? Show how
you know.

2. Gina made this pattern. 2, 9, _____, 23, 30, 37, _____, _____, 58.
What are the missing terms? Show how you know.

3. A pattern starts at 40 and decreases (gets smaller) by 2 each time. 40, 38,

36, _____, _____, 30 …. What are the missing terms? Show how you know.

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Lesson 8: Creating Patterns with Repeated Addition or Subtraction

Minds On:
Choose one of these patterns.
What different ways can we represent the pattern?
a) 1, 6, 11, 16…

b)

c) 200, 175, 150, 125 …

Extension: Think of different ways we can represent the other patterns.

During:
Create a pattern with repeated addition or repeated subtraction that matches one of the
descriptions below:
a) the pattern rule is start with 8 and add 4 each time
b) the first position is 10
c) the pattern increases by 5 each time
d) the third number is 36
e) the pattern has squares

Extension 1: Represent the pattern you create in more than one way (numeric, geometric, table
of values, or graph).
Extension 2: Create a pattern for each of the descriptions.

Independent Practice:
Create a pattern with repeated addition or repeated subtraction for each description below:
a) the pattern rule is start with 10 dots and add 4 each time
b) the first position has 6 squares
c) the pattern decreases by 5 each time
d) the third number is 24

Extension: Represent one of the patterns you created in more than one way (numeric,
geometric, table of values).

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 Name: ____________________________________

Creating Patterns with Repeated

Addition or Subtraction
Learning Goal:
We are learning to create patterns with repeated addition or subtraction.

Success Criteria:

I can create a pattern with a repeating operation

- using repeated addition or repeated subtraction
- that has a pattern rule (for example, add 6 each time)

I can represent patterns with repeating operations as a:

Pattern Rule: Start at 15, add 5 each time.

Number Pattern: 10, 14, 18, 22 …

Geometric Pattern:

Table of Values:

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 Name: ____________________________________

Creating Patterns with Repeated

Addition or Subtraction

Create a pattern with repeated addition or repeated subtraction for each

description below:

a) the pattern rule is start with 10 dots and add 4 each time

b) the first position has 6 squares

c) the pattern decreases by 5 each time

d) the third number is 24

Extension: Represent one of the patterns you created in more than one way
(numeric, geometric, table of values). Name: _________________________________

Patterns with Repeating Operations Practice 1

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1. For each growing pattern below, write or draw the next 2 numbers or figures,
and write the pattern rule.

a) 4, 15, 26, 37, _______, _______

Pattern Rule: ___________________________________________________

b) 65, 55, 45, 35, _______, _______

Pattern Rule: ___________________________________________________

c)

Pattern Rule: ___________________________________________________

2. Create your own repeating addition pattern with numbers and write the first 4
numbers. Write the pattern rule.

_______, _______, _______, _______,

Pattern Rule: ____________________________________________________

3. Create your own repeating addition pattern with shapes and draw the figures
in the first 4 positions. State the pattern rule and translate it into a number
pattern.

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Pattern Rule: ____________________________________________________

Number Pattern: ________________________________________________

4. Here is a pattern with repeated addition: 2, 11, _____, 29…

a) What is the missing number in this pattern? How do you know?

b) Complete the table of values to represent Term Term this

Number
pattern.

c) What will the 15th term be? Explain how you know.

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 Name: _________________________________

Patterns with Repeated Operations Practice 2

Multiple Choice: Circle ONE answer for each question.

1. This pattern has two missing numbers.

80, ____, 72, 68, ____, 60, 56, 52…
What is the rule for this pattern?
a) + 8
b) + 4
c) - 4
d) - 8

2. Look at the pattern below. The pattern goes up by the same number each time.
4, _____, ______, _____, 24…
What are the missing numbers?
a) 5, 6, 7
b) 8, 12, 16
c) 9, 14, 19
d) 8, 13, 18

3. Majda is using a rule to make this number pattern.

167, 171, 175, 179 …
Which pattern uses the same rule?
a) 97, 103, 109, 113
b) 83, 87, 93, 94
c) 275, 280, 285, 290
d) 245, 249, 253, 257

4. There is a pattern marked on the number line below.

0 4 8 12 16
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 Which of these patterns uses the same rule?
a) 6, 12, 24, 48
b) 4, 8, 12, 24
c) 4, 7, 10, 13
d) 2, 6, 10, 14

Problem Solving: Show all your work and explain your thinking.

5. Bogdan wants to collect 100 baseball cards. He already has 28 cards and buys
8 more each week. How many weeks does it take for Bogdan to have 100
baseball cards? Show your work.

6. Delfina puts 25 cents in her piggy bank each week. She is saving her money
for a new slime kit that costs 3 dollars. How many weeks will it take her to
save 3 dollars? (Hint: 1 dollar is 100 cents). Show your work.

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Lesson 9: Pattern Matching Game

Instructions – Play the Game

Review how to play matching games (if needed): Students place the cards face down and take
turns flipping two cards over. If they match, the student who found them keeps them and gets
to go again. If they don’t match, the student turns them back over and it is the next student’s
turn. Continue until all the cards are picked up and the winner is the one with the most matched
cards in their pile.
Pair students up and hand them two piles of matching cards that other students created.
When games are finished, students can trade sets and play again or play against other
opponents.

Lesson 10: Patterns in Whole Number Relationships Investigation

Minds-On: Number Strings

Present the following sets of questions to students, revealing one at a time. Students can use the
first question in each set to help answer the ones after. Write the answers to each equation for
students to see.

0+7=
1+6=
2+5=
3+4=

This is a number string.

What patterns do you see in the numbers?
(Hint: look vertically)
What relationships do you see between the first and second addend?

Today you will be investigating patterns that show the relationships in numbers.

Names: _________________________________

Patterns in Whole Number Relationships

INVESTIGATION

Addition of Large Numbers

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We can use patterns to show the relationship between adding one-digit numbers
and larger numbers.

Take a look at these number strings.

Number String 1 Number String 2

0+7= 300 + 7 =

1+6= 301 + 6 =

2+5= 302 + 5 =

3+4= 303 + 4 =

4+3= 304 + 3 =

5+2= 305 + 2 =

1. What patterns do you see in the number strings?

_________________________________________________________________

_________________________________________________________________

2. What do you see in common between Number String 1 and 2?

_________________________________________________________________

_________________________________________________________________
3. Answer the questions in Number String 1, write them in the chart.

4. Use the answers in Number String 1 to help you answer the questions in
Number String 2. Write them in the chart.

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5. Explain how you used the answers in Number String 1 to help you answer
the questions in Number String 2.

_________________________________________________________________

_________________________________________________________________

6. Now that you see how this pattern shows the relationship between adding
one-digit and larger numbers, use the answers in Number String 3 to answer
the questions in Number String 4 below.

Number String 3 Number String 4

0+9=9 700 + 9 =

1+8=9 701 + 8 =

2+7=9 702 + 7 =

3+6=9 703 + 6 =

4+5=9 704 + 5 =

5+4=9 705 + 4 =

Addition and Subtraction Relationship

We can also use patterns to show the relationship between addition and
subtraction.

Take a look at these number strings.

Number String 5 Number String 6

6+6= 12 – 6 =

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 7+5= 12 – 5 =

8+4= 12 – 4 =

9+3= 12 – 3 =

10 + 2 = 12 – 2 =

11 + 1 = 12 – 1 =

7. What patterns do you see in the number strings?

_________________________________________________________________

_________________________________________________________________

8. What do you see in common between Number String 5 and 6?

_________________________________________________________________

_________________________________________________________________

9. Answer the questions in Number String 5, write them in the chart.

10. Use the answers in Number String 5 to help you answer the questions in
Number String 6. Write them in the chart.

11. Explain how you used the answers in Number String 5 to help you answer
the questions in Number String 6.

_________________________________________________________________

_________________________________________________________________

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12. Now that you see how this pattern shows the relationship between addition
and subtraction, use the answers in Number String 7 to answer the questions
in Number String 8 below.

Number String 7 Number String 8

9 + 6 = 15 15 – 6 =

10 + 5 = 15 15 – 5 =

11 + 4 = 15 15 – 4 =

12 + 3 = 15 15 – 3 =

13 + 2 = 15 15 – 2 =

14 + 1 = 15 15 – 1 =

Multiplication and Division Relationship

We can also use patterns to show the relationship between multiplication and
division.

Take a look at these number strings.

Number String 9 Number String 10

2x3= 63=

2x4= 84=

2x5= 10  5 =

2x6= 12  6 =

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 2x7= 14  7 =

2x8= 16  8 =

13. What patterns do you see in the number strings?

_________________________________________________________________

_________________________________________________________________

14. What do you see in common between Number String 9 and 10?

_________________________________________________________________

_________________________________________________________________

15. Answer the questions in Number String 9, write them in the chart.

16. Use the answers in Number String 9 to help you answer the questions in
Number String 10. Write them in the chart.

17. Explain how you used the answers in Number String 9 to help you answer
the questions in Number String 10.

_________________________________________________________________

_________________________________________________________________

18. Now that you see how this pattern shows the relationship between
multiplication and division, use the answers in Number String 11 to answer
the questions in Number String 12 below.

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 Number String 11 Number String 12

5 x 3 = 15 15  3 =

5 x 4 = 20 20  4 =

5 x 5 = 25 25  5 =

5 x 6 = 30 30  6 =

5 x 7 = 35 35  7 =

5 x 8 = 40 40  8 =

Now it is your turn to create some number strings and see patterns in the
numbers and operations you used.

 Fill the first column titled “Numbers” with a pattern of numbers.

 Fill the second column titled “Operation” with an operation (use the same
one all the way down).
 Fill the third column titled “Numbers” with a different pattern of numbers.

Number String 13

Numbers Operation Numbers = Answer

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 =

 Now answer each question and write the answer in the chart.

19. What patterns are there in your number string?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________
Challenge: Create a second number string to show a relationship to your first
number string.

Number String 14

Numbers Operation Numbers = Answer

20. What patterns are there in this number string?

_________________________________________________________________

_________________________________________________________________

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_________________________________________________________________

21. What relationship among whole numbers do your two number strings show?

_________________________________________________________________

_________________________________________________________________
Name: ____________________________________

Patterns in Whole Number Relationships

Learning Goal:
I am learning to describe and create patterns to show relationships among whole
numbers.

Success Criteria:

I can describe patterns that show relationships among whole numbers.

- For example, in these numbers there are a few patterns.
1 + 9 = 10
2 + 8 = 10
3 + 7 = 10
4 + 6 = 10
o The first addend increases by one as you go down vertically
o The second addend decreases by one as you go down vertically
o The sum is always 10

I can create patterns to show relationships among whole numbers.

- For example, to show the relationship between addition and subtraction I can
write these patterns:

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 1 + 9 = 10 10 – 9 = 1
2 + 8 = 10 10 – 8 = 2
3 + 7 = 10 10 – 7 = 3
4 + 6 = 10 10 = 6 = 4

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 Name: ____________________________________

Patterns in Whole Number Relationships

Independent Practice

Take a look at these number strings.

Number String A Number String B

4+4= 604 + 4 =

3+5= 603 + 5 =

2+6= 602 + 6 =

1+7= 601 + 7 =

1. What patterns do you see in the number strings?

_________________________________________________________________

_________________________________________________________________

2. Answer the questions in Number String A, write them in the chart. Then use
the answers in Number String A to help you answer the questions in Number
String B. Write them in the chart.

3. What relationship between whole numbers is shown in these number strings?

_________________________________________________________________

_________________________________________________________________

4. Create your own number string.

Number String C

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 Numbers Operation Numbers = Answer

5. What patterns are there in your number string?

_________________________________________________________________

_________________________________________________________________

Challenge: Create a second number string to show a relationship between whole

numbers in your first number string. Write the relationship at the bottom.
Number String D

Numbers Operation Numbers = Answer

Relationship in String C and D:

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Name: ___________________________ Date: ____________________________

Grade 3 Patterning Review

Knowledge and Understanding

1. What attribute(s) are changing in each pattern?

a) _________________

b) 1, 1, 3, 5, 1, 1, 3, 5, 1 ___________________

c)

___________________ and ___________________

d) ____________________

2. Circle the pattern core in each pattern. Fill in or draw the next three terms.

a) 3, 5, 1, 3, 5, 1, 3, _______, ________, _______

b) _______, ________, _______

3. Fill in or draw the next three terms in each pattern and write the pattern rule.

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 a) 3, 8, 13, 18, ________ , ________, ________

Pattern Rule:
___________________________________________________

b) 22, 20, 18, 16, ________ , ________, ________

Pattern Rule:
___________________________________________________

c)

___________ , ___________, ___________

Pattern Rule:
___________________________________________________

4. Draw a repeating pattern with one changing attribute.

Draw the first 6 shapes. Circle the pattern core.

Term Number Term

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5. Complete the table of values for this pattern.

1, 4, 7, 10, …

6. Draw a line to match each geometric pattern with the number pattern it
translates to.

6, 5, 4, 3 ….

5, 9,13, 17…

2, 2, 4, 2, 2, 4 …

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 25, 50, 75, 100 …

Problem Solving and Thinking

7. Sangeeta made a pattern with shapes.

a) Draw the next two shapes in the pattern. Explain how you know.

b) Draw the two shapes that came before the ones in the pattern. Explain
how you know.

8. Fill in the missing terms in each pattern. Justify your answer.

a) 2, 2, 4, 1, 2, 2, ____, 1, 2, 2, 4, _____ …

b) 5, 12, ______, 26, 33, 40, ______, 54…

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 Application and Communication

9. Draw the next three shapes in the pattern.

Explain how you know.

10. What will the 20th term in this pattern be? Show your work and justify your
thinking.

11. Jaz earns 20 dollars a month by cutting the grass or shoveling the snow. How
many months will it take Jaz to earn a total of 300 dollars?

12. Write the next row of numbers in the pattern.

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 Justify your answer.

2 1 2

3 2 1 2 3

4 3 2 1 2 3 4

5 4 3 2 1 2 3 4 5

6 5 4 3 2 1 2 3 4 5 6

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Name: ___________________________ Date: ____________________________

Grade 3 Patterning Test

Knowledge and Understanding

1. What attributes are changing in each pattern?

a)

___________________ and ___________________.

b)

___________________ and ___________________

2. Circle the pattern core in each pattern. Fill in or draw the next three terms.

a) 2, 5, 6, 6, 2, 5, 6, 6, 2, _______, ________, _______

b)

c)

3. Fill in or draw the next three terms in each pattern and write the pattern rule.

a) 5, 16, 27, 38, ________, ________, ________

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 Pattern Rule: __________________________________________________

b)

Pattern Rule: _________________________________________________

4. Draw the first 6 shapes of a repeating pattern for each description. Circle the
pattern core in each pattern.

a) A repeating pattern with one changing attribute and three or more shapes
in the pattern core.

b) A repeating pattern with two changing attributes.

5. Look at the ten frames and the number of dots below.

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Complete the table of values for this pattern.
Number of Number of
Ten Frames Dots
1
2
3
4

6. Translate this numeric pattern to a geometric pattern.

3, 3, 1, 2, 3, 3, 1, 2

7. Translate this geometric pattern into a number pattern.

Problem Solving and Thinking

8. Isha made a pattern with shapes.

a) Draw the next two shapes in the pattern.

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 b) Draw the two shapes that came before the ones in the pattern.

c) What would the 50th shape in the pattern be? Show your work and
explain your thinking.

9. Fill in the missing terms in this pattern. Show your work and explain your
thinking.

____, 9, 23, 9, 35, 9, ____, 9, 35, 9, 23, …

10. Fill in the missing terms in the table of values. Show your work and explain
your thinking.

Term Term
Number
1 5
2 10
3

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 4 20
5 25
6
7 35

Application and Communication

11. Fill in the missing numbers (in the empty squares) in this pattern. Justify
your answer.

12. Look at this pattern. How many sections will be in the 100th position? (Hint:
Each square has 2 sections). Justify your answer.

Position Number of
Number Sections

1 2

2 4

3 6

4 8

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 1 2 3 4

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 Grade 3 LEVEL “R” LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Patterns Below Grade Below Grade Level Approaching Grade Level Grade Level Grade Level
1, 2, Knowledge and With help, student With help, demonstrates a partial Independently demonstrates some Demonstrates considerable knowledge Demonstrates thorough
3, 4, Understanding demonstrates understanding of most concepts knowledge of concepts (describing, of concepts (describing, extending, knowledge of concepts.
5, 6, - knowledge of content; minimal evidence (describing, extending, creating, extending, creating, translating creating, translating patterns). There are There are minimal/no
7 facts, terms, skills, tools) of understanding translating patterns). There are patterns). There are some no major errors or omissions. errors or omissions.
- understanding of concepts basic concepts many errors/omissions. errors/omissions.

8, 9, Problem Attempts a solution Limited evidence of a plan. Some evidence of a plan. Needs to Evidence of a plan. Ideas are mostly Clear evidence of a plan.
10 Solving/Thinking that is unrelated to Solution is incomplete, but look back at solution for organized and expressed using pictures, Ideas and solution are
-use of planning skills the problem, or no attempted. Difficult to understand reasonableness. Student may not graphics, tables or numeric/algebraic easy to follow. Problem
(understand the problem, solution is evident. solution process. (e.g., in question have shown all their thinking. (e.g., forms. Most steps in solution are is solved with efficiency
make a plan, carry out the 8 student extends the next two in question 8 student extends many evident. (e.g., in question 8, student and accuracy. All steps in
plan and look back at figures accurately but is not able figures accurately, but information extends required figures accurately solution are evident.
solution for reasonableness) to find the two figures before the is missing or inaccurate with regard using a drawing, numbers, or table of
- organization of ideas and patterns shown, or to the 50th to solving for the 50th figure, and/or values, but minor errors make solution
thinking (clarity, logical figure, and/or accurately fills in accurately fills in many of the for the 50th figure incorrect, and fills in
organization, using one or two of the missing terms in missing terms in question 9 and 10 almost all of the missing terms in
pictures, graphics, numeric question 9 and 10 with little or no with a partial explanation of their question 9 and 10 and shows reasonable
or algebraic forms) attempt to show their thinking) thinking) evidence of their thinking)

11, Application and Attempts a solution Experiences difficulty Transfers knowledge to some new Transfers knowledge to most new Transfers knowledge to
12 Communication that is unrelated to transferring knowledge to new situations, but experiences difficulty situations. Makes convincing arguments new situations. Makes
- application of knowledge the problems, or no situations. Explains some simple making connections and convincing and provides some evidence to justify in-depth inferences,
and skills in familiar and solution is evident. ideas, but does not provide arguments. (e.g., in question 11 and explain thinking. (e.g., in question arguments and evidence
new contexts accurate evidence. (e.g., in student may identify some missing 11, student identifies most or all of the to justify and explain
- making conjectures, question 11 student may identify numbers accurately and attempts an missing numbers accurately, and gives thinking.
drawing conclusions, make one missing number accurately, explanation, and/or in question 12, partial proof, and/or in question 12, (e.g., in questions 11 and
convincing arguments, and/or in question 12 student may student identifies pattern rule and student extends to the 100th term 12, student shows
justifying, proving and start extending the pattern attempts to extend the pattern to the accurately, or identifies and uses a complete mathematical
reflecting accurately for the next few terms 100th term but with incorrect pattern rule to solve the problem; minor proof and accurate
but is not able to extend the solution; some ideas missing or errors may lead to an incorrect solution, answers)
pattern to the 100th term) unclear) but solution is generally logical and
clear)
Teacher Comments: OVERALL SCORE:

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78
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