teaching resource

Number Patterns Task Cards – Addition and Subtraction

Updated: 23 Aug 2023

Practise identifying the rules of patterns, determining missing numbers and interpreting word problems with this set of 36 task cards.

Editable: Google Slides, PowerPoint
Non-Editable: PDF
Pages: 1 Page
Year: 3

Curriculum

VC2M2A01

Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern <ul> <li>creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’</li> <li>recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table</li> <li>recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence</li> <li>recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers</li> </ul>
VC2M4N10

Follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns <ul> <li>creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> <li>creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and recording the sequence of numbers generated; and checking results and describing any emerging patterns</li> <li>using a multiplication formula in a spreadsheet and the ‘fill down’ function to generate a sequence of numbers (for example, entering the number ‘1’ in the cell A1, using ‘fill down’ to cell A100, entering the formula ‘=A1*4’ in the cell B1 and using the ‘fill down’ function to generate a sequence of 100 numbers) and describing emerging patterns</li> <li>creating an algorithm that will generate number sequences involving multiples of one to 10, using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> </ul>

teaching resource

Number Patterns Task Cards – Addition and Subtraction

Updated: 23 Aug 2023

Practise identifying the rules of patterns, determining missing numbers and interpreting word problems with this set of 36 task cards.

Editable: Google Slides, PowerPoint
Non-Editable: PDF
Pages: 1 Page
Year: 3

Practise identifying the rules of patterns, determining missing numbers and interpreting word problems with this set of 36 task cards.

Number Pattern Classroom Activities

This resource is a perfect classroom activity for students to demonstrate their understanding of number patterns. There are four types of problems included on the task cards:

in/out table: What Is the Rule?
in/out table: Missing Numbers
missing number in a sequence
number pattern word problems.

Students will work through each task card and record their answers on the included recording sheet.

Through this activity, students will demonstrate their ability to describe and continue number patterns resulting from performing addition and subtraction.

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your maths lessons.

In addition to individual student work time, use these task cards to enhance learning through guided maths groups, whole class lessons, or remote learning assignments.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

For students who need a bit of support, limit the types of questions the student must complete. Consider choosing cards that focus on one skill, such as the missing number in a sequence or missing numbers in the in/out tables.

➕ Challenge Fast Finishers

If students need a bit of a challenge, encourage them to create new number patterns based on the rules from the ‘What Is the Rule?’ task cards.

🛴 Scoot Activity

Place the cards around the room numerically and give each student a recording sheet. Assign students or pairs to a starting point card. Give students time to review the card and record their answers in the corresponding space on their paper. Students will rotate to the next card when you say, ‘SCOOT!’ Continue in this manner until students return to their starting point.

👋 Exit Ticket

Use these cards as a formative assessment after your lesson. Pick a random assortment of cards and project them on the board for the whole class to see. Students can record their answers on a sheet of paper, sticky note or their notebook.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF or editable PowerPoint or Google Slides version of this resource. A recording sheet and answer key are also included with this download.

Print on card for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

To keep the task cards out of pockets or under desks, punch a hole in the corner of each to place them on a binder ring.

Sustainability Tip: Print a few recording sheets on thick paper and slip them into write and wipe sleeves. Students can record their answers with a whiteboard marker and then erase and reuse them.

This resource was created by Beth Hindi, a Teach Starter Collaborator.

Curriculum

VC2M2A01

Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern <ul> <li>creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’</li> <li>recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table</li> <li>recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence</li> <li>recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers</li> </ul>
VC2M4N10

Follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns <ul> <li>creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> <li>creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and recording the sequence of numbers generated; and checking results and describing any emerging patterns</li> <li>using a multiplication formula in a spreadsheet and the ‘fill down’ function to generate a sequence of numbers (for example, entering the number ‘1’ in the cell A1, using ‘fill down’ to cell A100, entering the formula ‘=A1*4’ in the cell B1 and using the ‘fill down’ function to generate a sequence of 100 numbers) and describing emerging patterns</li> <li>creating an algorithm that will generate number sequences involving multiples of one to 10, using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> </ul>

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