< Back

Patterns and algebra

  • Grade: Year 3
    Activity type: Assessment

Patterns and algebra

Course
Mathematics
Grade
Year 3
Section
Patterns and Algebra
Outcome
Identify missing elements in number patterns
Activity Type
Assessment
Activity ID
3418

Testimonials

What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!

It is quite frankly the best money I have ever spent on my child. I really cannot thank you enough for providing this, it really is brilliant.

You have the most amazing program. Everybody loves it and the student's results have been in the high 90%'s, it's definitely due to your program.

aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”


  • 2 – Year 2
    • 2.GM – Geometry and measurement
      • 2.GM.3 – Represent reflections and translations by creating and describing patterns

  • 3 – Year 3
    • 3.NA – Number and algebra
      • 3.NA.2 – Create and continue sequential patterns with one or two variables by identifying the unit of repeat

  • 4 – Year 4
    • 4.NA – Number and algebra
      • 4.NA.2 – Create, continue, and give the rule for sequential patterns with two variables

  • Year 2
    • Number and Algebra
      • Patterns and algebra

        • ACMNA035 – Describe patterns with numbers and identify missing elements

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

  • 3 – Grade 3
    • 3.OA – Operations & Algebraic Thinking
      • Mathematics

        • 3.OA.9 – Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

  • 4 – Grade 4
    • 4.OA – Operations & Algebraic Thinking
      • Mathematics

        • 4.OA.5 – Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.