Develop Skills and Strategies

Lesson 8 Part 1: Introduction CCSS

4.OA.C.5
Number and Shape Patterns

You have used rules to describe patterns in numbers. In this lesson, you will
explore patterns further. Take a look at this problem.

What are the next two numbers in the pattern below?

5, 10, 15, 20, 25,    ,   

Explore It
Use the math you already know to solve the problem.

What are two ways to get from 5 to 10?              

How do you get from 10 to 15?      

What rule works for all of the numbers in the pattern?      

How can you find the number that comes after 25?

What are the next two numbers in the pattern?      

66 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 1: Introduction Lesson 8

Find Out More

Is “add 5” the only relationship between the numbers in the pattern? Look at the
numbers, along with the model of the numbers, and try to find a different pattern.

5, 10, 15, 20, 25

If you look only at the ones digits, you see that they alternate between 5 and 0. From
the model, you can see that the number of dots alternates between odd and even.

The pattern below also follows the rule “add 5.”

22, 27, 32, 37, 42

Do the other relationships you found in the first pattern apply to this pattern, too?
The numbers in this pattern also alternate between odd and even, but the ones digits
alternate between 2 and 7 instead of between 5 and 0. So, sets of numbers can share
some patterns or rules, but have others that are different.

Reflect
1 Describe a pattern that you have noticed in the real world.

L8: Number and Shape Patterns 67

©Curriculum Associates, LLC  Copying is not permitted.
 Part 2: Modeled Instruction Lesson 8

Read the problem below. Then explore different ways to understand it.

Orlando does push-ups every day. Each day, he wants to do 4 more push-ups
than the day before. Find out how many push-ups Orlando will do each day
this week if he does 20 on Monday.

Picture It
You can use a table to help understand the problem.

Day Monday Tuesday Wednesday Thursday Friday

Number of
20
Push-ups
+4 +4 +4 +4

Model It
You can also use a number line to help understand the problem.
14 14 14 14

20 24 28 32 36
Monday Tuesday Wednesday Thursday Friday

Start at 20, the number of push-ups done on Monday, and then count 4 more for
each day.

68 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 2: Guided Instruction Lesson 8

Connect It
Now you will explore the problem from the previous page further.
2 How many push-ups did Orlando do each day?

Monday:    Tuesday:    Wednesday:    Thursday:    Friday:   

3 What is the rule for the pattern?      

4 What does the pattern tell you about what happens when you start with an even
number and add an even number?

5 What other pattern(s) do you see in this set of numbers?

6 Explain how you found the additional pattern(s).

Try It
Use what you just learned to solve these problems.
7 Lori scored 100 points in a game, then doubled her score each of the next 3 times
she played. What were Lori’s scores the first 4 times she played the game?

8 What is one additional pattern in Lori’s scores?

L8: Number and Shape Patterns 69

©Curriculum Associates, LLC  Copying is not permitted.
 Part 3: Modeled Instruction Lesson 8

Read the problem below. Then explore different ways to understand it.

Camille made a shape pattern with pattern blocks that goes back and forth
between a triangle and a square. Draw the pattern that Camille made.

Picture It
You can use models to help understand the problem.
Start by describing the pattern with words. Repeat the pattern at least 3 times.

triangle  square  triangle  square  triangle  square

Now draw the shapes in the order you named them.

Model It
You can also use pattern blocks to help understand the problem.
Use pattern blocks in the shapes Camille used to create her pattern.

70 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 3: Guided Instruction Lesson 8

Connect It
Now you will explore the shape pattern from the previous page further.
9 How many sides does a triangle have?      

10 How many sides does a square have?      

11 How could you describe the pattern using the number of sides the shapes have?

12 What would the 10th shape in the pattern be?      

13 Explain how you can figure out what the 85th number in the pattern would be
without drawing all 85 shapes.

Try It
Use what you just learned to solve this problem.
14 Describe any rules you see in the shape pattern below.

L8: Number and Shape Patterns 71

©Curriculum Associates, LLC  Copying is not permitted.
 Part 4: Guided Practice Lesson 8

Study the model below. Then solve problems 15–17.

Student Model

The student used the rule Hungry Heath’s sells four different sizes of sandwiches: small,
“add 2” because each
medium, large, and jumbo. The small sandwich costs $3. Each
sandwich is $2 more
size after that costs $2 more than the size before it. How much
than the one before.
does each sandwich cost?

Look at how you could show your work using a picture.

small medium large jumbo

12 12 12

Pair/Share
Are there any other
patterns in this set of
numbers? Solution: small: $3, medium: $5, large: $7, jumbo: $9

There is more than one 15 Draw the next two shapes in the shape pattern shown below.

pattern in these shapes!

Pair/Share
Are your shapes the
same as your partner’s? Solution:

72 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 4: Guided Practice Lesson 8

16 Eva drew a shape pattern that goes back and forth between There are several ways to
rectangles and ovals. describe a pattern!

What are two other patterns shown in this set of shapes?

Solution:

Pair/Share
Did you partner
describe the pattern in
the same way you did?

17 Lana wrote the pattern below. You can check your

7, 14, 21, 28, 35 answer by working
If the pattern continues, what would be the next number in the backward!
pattern? Circle the letter of the correct answer.

A 40

B 42

C 49
D 70
Diego chose D as the correct answer. How did he get that answer? Pair/Share
What would the next
Solution: 3 numbers in the
pattern be?

L8: Number and Shape Patterns 73

©Curriculum Associates, LLC  Copying is not permitted.
 Part 5: Common Core Practice Lesson 8

Solve the problems.

1 What would be the 99th number in the pattern shown below?

10, 20, 30, 40, 50

A 99
B 900
C 909
D 990

2 Nia used pattern blocks to make the shape pattern shown below.

Which does NOT describe Nia’s shape pattern?

A Each shape has one more side than the shape before it.
B The shapes in the odd numbered spots have an odd number of sides.
C The sides in a shape are all the same length.
D The hexagon only appears in spots that are multiples of 4.

3 Choose Yes or No to tell whether the pattern follows the rule: 17.
a. 7, 17, 27, 37 Yes No
b. 1, 7, 49, 343 Yes No
c. 3, 10, 17, 24 Yes No
d. 7, 77, 777, 7777 Yes No
e. 7, 14, 21, 28 Yes No

74 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 5: Common Core Practice Lesson 8

4 Tell whether each sentence is True or False.

a. A number pattern that follows the rule “add 3”
has both odd and even numbers. True False
b. A number pattern starts with 5 cannot include
the number 3. True False
c. The number pattern that follows the rule “start
at 20 and subtract 4” has only even numbers. True False
d. A number pattern that follows the rule “multiply
by 2” must have even numbers only. True False

5 Draw a shape pattern that follows the rule that the shapes go back and forth between
four sides and five sides.

Show your work.

Answer

6 Write a number pattern that follows the rule “subtract 6” and also has all odd
numbers.

Show your work.

Answer

Self Check Go back and see what you can check off on the Self Check on page 37.
L8: Number and Shape Patterns 75
©Curriculum Associates, LLC  Copying is not permitted.
 Develop Skills and Strategies

Lesson 8 (Student Book pages 66–75)

Number and Shape Patterns

Lesson Objectives The Learning Progression

• Use rules to generate or extend a number pattern. This lesson builds on students’ previous work with
number and shape patterns, including identifying
• Use manipulatives or drawings to show a shape
patterns in addition and multiplication tables. In this
pattern.
lesson, students reason about number patterns and see
• Analyze and describe patterns in numbers that there may be more than one pattern in a sequence
and shapes. of numbers. For example, a list of numbers with the
rule “Add 5” also alternates between odd and even
Prerequisite SkilLs numbers. They connect a rule to a sequence of numbers
or shapes and either extend or generate numbers or
• Use addition, subtraction, multiplication,
shapes that follow the pattern.
and division.
The work in this lesson helps build a foundation for
• Recognize simple patterns.
examining relationships between ordered pairs and
• Extend simple patterns. coordinate graphs, and, later on, studying proportional
relationships and functions in middle school.
• Understand even and odd.

Vocabulary Teacher Toolbox Teacher-Toolbox.com

There is no new vocabulary. Review the following Prerequisite

key terms. Skills 4.OA.C.5
4.OA.5

rule: a procedure that is followed to go from one Ready Lessons ✓ ✓

number or shape to the next in a pattern
Tools for Instruction
shape pattern: a series of shapes that follow a rule to
repeat or change Interactive Tutorials ✓✓
number pattern: a series of numbers that follow a rule
to repeat or change

CCSS Focus
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit
4.OA.C.5 
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.
ADDITIONAL STANDARDS: 4.OA.B.4 (See page A42 for full text.)
STANDARDS FOR MATHEMATICAL PRACTICE: SMP 2, 3, 4, 5, 7 (See page A9 for full text.)

72 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 1: Introduction Lesson 8

At a Glance Develop skills and strategies

Lesson 8
Students explore one way to describe a pattern in a Part 1: introduction ccss
4.oa.c.5
number and shape Patterns
sequence of numbers.

Step By Step you have used rules to describe patterns in numbers. in this lesson, you will
explore patterns further. take a look at this problem.

• Tell students that this page reviews the idea of using What are the next two numbers in the pattern below?
a rule to extend a number pattern. 5, 10, 15, 20, 25, ,

• Have students read the problem at the top of the page. explore it

• Work through Explore It as a class. Ask students to use the math you already know to solve the problem.
What are two ways to get from 5 to 10? add 5 or multiply by 2
first look at the first two numbers and ask themselves How do you get from 10 to 15? add 5
what they could do to the number 5 to get the next What rule works for all of the numbers in the pattern? add 5

number (10) in the pattern. [either add 5 or multiply How can you find the number that comes after 25? add 5 to 25

by 2] Have them keep this in mind as they look at What are the next two numbers in the pattern? 30, 35

the next couple of numbers in the pattern to see if

5 is added or if the number is multiplied by 2.
• Ask student pairs or groups to explain their answers
for what the rule is for this pattern.

66 L8: Number and Shape Patterns

©Curriculum Associates, LLC Copying is not permitted.

Concept Extension Mathematical Discourse

If students need more review with “Add 5” patterns, • How can you prove that the rule for this pattern is
write the sequence 2, 7, 12, 17, 22 on the board. Ask “Add 5”?
students to work in pairs and apply the “thinking Test each number to make sure it is 5 more
steps” they just used on the previous problem to than the previous number.
describing this pattern. Remind them to check to see
if the rule works for all the numbers. Encourage • How else could you describe this pattern? Does it
them to look at the numbers to see if there are any repeat? Is it growing? Decreasing?
other patterns that they notice (for example, the Observations may include, for example, that
ones digits alternate between 2 and 7). every other number ends in 5, or the tens digit
repeats once and then increases by one.

L8: Number and Shape Patterns 73

©Curriculum Associates, LLC  Copying is not permitted.
 Part 1: Introduction Lesson 8

At a Glance
Part 1: introduction Lesson 8
Students explore finding more than one pattern in a
sequence of numbers. Find out More
Is “add 5” the only relationship between the numbers in the pattern? Look at the

Step By Step numbers, along with the model of the numbers, and try to find a different pattern.

5, 10, 15, 20, 25

• Read Find Out More as a class. Ask students to look

at both the number sequence and the array model.
• Help students make the connection between the
number sequence and the model by asking questions
If you look only at the ones digits, you see that they alternate between 5 and 0. From
such as, How do the arrays model the numbers 5, 10, the model, you can see that the number of dots alternates between odd and even.

15, and so on? How could we write 1 set of 5 and The pattern below also follows the rule “add 5.”

2 sets of 5? [5 3 1 and 5 3 2]. How are these numbers 22, 27, 32, 37, 42

connected to multiplication? [They are multiples of 5.] Do the other relationships you found in the first pattern apply to this pattern, too?
The numbers in this pattern also alternate between odd and even, but the ones digits
alternate between 2 and 7 instead of between 5 and 0. So, sets of numbers can share
• Ask students to work in pairs to find at least one some patterns or rules, but have others that are different.

more pattern in the sequence 0, 5, 10, 15 and have reflect

them share. Expect students to describe how the 1 Describe a pattern that you have noticed in the real world.

arrays grow (one more column, dots in rows increase Possible answer: house numbers on a street

by one), the pattern of alternating 0 and 5 in the ones

digit, and the pattern of alternating even and odd.
• Ask students to share what they notice first about the
numbers 21, 18, 15, etc. Have students work in pairs
to find at least two patterns in this sequence. L8: Number and Shape Patterns 67
©Curriculum Associates, LLC Copying is not permitted.

[Possible patterns: even/odd and subtract 3.]

Real-World Connection
Have students continue to work in pairs to think of
at least one more pattern for their Reflect response.
You may wish to ask if they are wearing anything
that shows a pattern. If possible, when students
share patterns, help them see that it could also be
a numerical pattern.

74 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 2: Modeled Instruction Lesson 8

At a Glance
Part 2: Modeled instruction Lesson 8
Students use tables and number lines to help them
explore a pattern and use it to solve a problem. read the problem below. then explore different ways to understand it.

Orlando does push-ups every day. Each day, he wants to do 4 more push-ups
Step By Step than the day before. Find out how many push-ups Orlando will do each day
this week if he does 20 on Monday.

• Read the problem at the top of the page as a class.

Picture it
• For the Picture It discussion, quickly draw the table you can use a table to help understand the problem.

on the board. Ask questions such as, Why does the Day Monday tuesday Wednesday thursday Friday
number of
table begin with the number 20? Do you expect the Push-ups
20

+4 +4 +4 +4
numbers to increase or decrease as you fill in the table?
Why? Model it
you can also use a number line to help understand the problem.
• Ask students to read Model It and to study the 14 14 14 14

number line shown on the page. 20 24 28 32 36

Monday Tuesday Wednesday Thursday Friday
• Fill in the table together and also count by 4 on the Start at 20, the number of push-ups done on Monday, and then count 4 more for
number line to model both ways of solving the each day.

problem. Ask questions such as, When using a table

for this problem, what information has to be in the
table? Why? When using a number line to solve this
problem, what do you put on the number line? Why?
• When students find additional patterns, ask them
to make convincing arguments that it is a pattern.
68
For this pattern, students may say the numbers are L8: Number and Shape Patterns
©Curriculum Associates, LLC Copying is not permitted.

all even. Point out that this describes the numbers

in the pattern, but this is not the same as finding
the rule.

Concept Extension Mathematical Discourse

Multiplying and Dividing Patterns • How can tables be used to help figure out patterns?
Tables help organize the numbers to see how
Provide exposure to and practice with multiplying
they relate to each other.
and dividing patterns. Write this pattern on the
board: 1, 2, 4, 8,    . Give the rule “Multiply by 2” • How can number lines be helpful in figuring out
and have students test it out on all the numbers in patterns?
the pattern. Ask for the next number in the pattern. They can help to see the size of the skip
[16] between each number and how the numbers
Write this pattern on the board: 24, 12, 6,    . are related.
Ask students to look at the whole pattern—is it
increasing? decreasing? repeating? Have them look
at how the first two numbers relate [the second is
half of the first number, or it’s divided by 2] and test
that rule out on the rest of the numbers. Ask them
for the next number in the pattern. [3] Point out to
students that they will come across patterns that
could be based on adding, subtracting, multiplying,
or dividing.

L8: Number and Shape Patterns 75

©Curriculum Associates, LLC  Copying is not permitted.
 Part 2: Guided Instruction Lesson 8

At a Glance
Part 2: guided instruction Lesson 8
Students review the solution from the problem on
page 68 and look for additional patterns in the connect it
numbers. They use what they’ve learned to solve a now you will explore the problem from the previous page further.
similar problem. 2 How many push-ups did Orlando do each day?

Monday: 20 Tuesday: 24 Wednesday: 28 Thursday: 32 Friday: 36

add 4
Step By Step 3 What is the rule for the pattern?

4 What does the pattern tell you about what happens when you start with an even
number and add an even number? all of the numbers in the
• Discuss problems 2 and 3 together to state the pattern will be even.
solution and to describe the rule. 5 What other pattern(s) do you see in this set of numbers? Possible answer:

because the first number in the pattern was a multiple of 4, and you add 4
• It’s important to point out that this is a growing (or
to get from one number to the next, all of the other numbers in the pattern
increasing) pattern. Make sure that students are multiples of 4.
understand the difference between a repeating and 6 Explain how you found the additional pattern(s). Possible explanation:
growing pattern. To assess understanding, draw two i looked at what the numbers in the pattern have in common, and they are

patterns on the board: 24, 36, 24, 36 and 22, 44, 66, all multiples of 4.

88. Point to each set of numbers and have students try it

raise 1 finger if the pattern repeats, and 2 fingers if it use what you just learned to solve these problems.

is growing. 7 Lori scored 100 points in a game, then doubled her score each of the next 3 times
she played. What were Lori’s scores the first 4 times she played the game?
100, 200, 400, 800

SMP Tip: Facilitate discussion in which you 8 What is one additional pattern in Lori’s scores? Possible answer: each number

encourage students to listen and respectfully in the pattern is a multiple of 100.

respond to, build on, or critique each other’s ideas

as they share answers to problems 5 and 6. (SMP 3)
L8: Number and Shape Patterns 69
©Curriculum Associates, LLC Copying is not permitted.

• Ask pairs to find additional patterns in the numbers

on the page and then share how they found them.
Ask questions such as, What did you look at first in the TRY IT solutions
numbers when looking for a different pattern? How can 7 Solution: 100, 200, 400, 800; Students may show a
you convince us that it really is a pattern? number line and show the doubling or create a
chart to show the four scores.
Visual Model ERROR ALERT: Students who wrote 100, 200, 400,
You may wish to explore with students how a 600 may have been confused by “doubling” and,
doubling pattern looks using arrays. Write the instead, added 200 to make the last two scores.
numbers 2, 4, 8 on the board. Ask students how you The student also did not check to see if adding
could show these numbers with arrays of dots. Show 200 worked for all the numbers.
1 row of 2 dots, then 2 rows of 2 dots, then 4 rows
of 2 dots. Ask students to describe what they see.
8 Solution: Possible descriptions include: “double the
Ask questions such as, What would the next array
number” or “multiply by 2.”
look like in the pattern? Can you show what is doubling
in the model? Is there another way to model this pattern
using arrays?

76 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 3: Modeled Instruction Lesson 8

At a Glance
Part 3: Modeled instruction Lesson 8
Students use words, drawings, and models to explore
different ways to represent repeating shape patterns. read the problem below. then explore different ways to understand it.

Camille made a shape pattern with pattern blocks that goes back and forth
Step By Step between a triangle and a square. Draw the pattern that Camille made.

• Read the problem at the top of the page as a class. Picture it

you can use models to help understand the problem.
• Work on Picture It together. Start by describing the pattern with words. Repeat the pattern at least 3 times.

triangle square triangle square triangle square

• Explain to students that although this pattern is a
Now draw the shapes in the order you named them.
simple one, they can develop strategies for analyzing
patterns that will help them with more complicated
patterns. Instruct students to name the shapes they
Model it
see out loud using words and then draw it. Explain you can also use pattern blocks to help understand the problem.
that saying what you see out loud (hearing the Use pattern blocks in the shapes Camille used to create her pattern.

pattern) can be a strategy for figuring out a pattern.

• Be sure students understand that the shapes show
a repeating pattern.

70 L8: Number and Shape Patterns

©Curriculum Associates, LLC Copying is not permitted.

Hands-On Activity Mathematical Discourse

You may wish to have students use pattern blocks • If you make your own pattern, how can you prove
or other models to create and describe other that your shapes make a repeating pattern?
repeating shape patterns. Instruct students to work Students may use a variety of arguments. They
in pairs and use no more than 3 different blocks to may talk about overlapping one set of shapes or
create a pattern. Choose several pairs to share a using a set of labels that apply over and over.
variety of repeating patterns with the class. The
class says the pattern out loud using words, and then
students create the pattern on their own using the
blocks. Ask the pairs to describe the pattern.

L8: Number and Shape Patterns 77

©Curriculum Associates, LLC  Copying is not permitted.
 Part 3: Guided Instruction Lesson 8

At a Glance
Part 3: guided instruction Lesson 8
Students revisit the problem on page 70 to look for
additional ways to describe the repeating shape pattern connect it
and predict what the 85th term will be. They use what now you will explore the shape pattern from the previous page further.
they have learned to describe a new shape pattern. 9 How many sides does a triangle have? 3

10 How many sides does a square have? 4

Step By Step 11 How could you describe the pattern using the number of sides the shapes have?
the shapes alternate between 3 and 4 sides.

• Discuss problems 9 through 11 as a class. 12 What would the 10th shape in the pattern be? square

13 Explain how you can figure out what the 85th number in the pattern would be
• Point out that the faces of the pattern blocks are without drawing all 85 shapes. Possible explanation: there is a triangle in all

triangles and squares but the actual three- the odd-numbered spots and a square in all the even-numbered spots.

85 is an odd number, so it would be a triangle.

dimensional blocks are prisms: triangular prisms
and square prisms. try it
use what you just learned to solve this problem.
• Have students work in pairs for problems 12 and 13; 14 Describe any rules you see in the shape pattern below.

then discuss as a class.

• Encourage students to share their reasoning, listen Possible answer: the pattern goes back and forth between a shape with no
respectfully, and question each other when they curves and a shape with all curves.
disagree or do not understand.
• Guide students to see that the number of a position
can tell you what shape will be in that position. Here,
even numbered positions are squares and odd
numbered positions are triangles.
L8: Number and Shape Patterns 71
©Curriculum Associates, LLC Copying is not permitted.

SMP Tip: Students develop abstract and

quantitative reasoning (SMP 2) by connecting the
numerical pattern of odd and even to a pattern of TRY IT solutions
two alternating shapes. To challenge students 14 Solution: alternating shape pattern of figures with
further, ask them to predict the 30th and 31st shape no curves (star and arrow) and figures with all
in a pattern of three repeating shapes (for example: curves (circle and S). Four figures: star, circle,
triangle, square, circle). [The 30th shape will be a arrow, S; Students may use words or draw the four
circle and the 31st a triangle.] figures that repeat.

• Ask students to work in pairs on the Try It problem. ERROR ALERT: Students who can’t find a pattern
Encourage them to describe the shapes out loud as a may be looking for polygons instead of looking at
strategy to distinguish what characteristics are the attributes of the shapes.
repeating.

78 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Part 4: Guided Practice Lesson 8

Part 4: guided Practice Lesson 8 Part 4: guided Practice Lesson 8

study the model below. then solve problems 15–17. 16 Eva drew a shape pattern that goes back and forth between There are several ways to
Student Model
rectangles and ovals. describe a pattern!
The student used the rule Hungry Heath’s sells four different sizes of sandwiches: small,
“add 2” because each
medium, large, and jumbo. The small sandwich costs $3. Each
sandwich is $2 more
size after that costs $2 more than the size before it. How much
than the one before. What are two other patterns shown in this set of shapes?
does each sandwich cost?
Solution: Possible answer: the shapes go back and
Look at how you could show your work using a picture.
forth between straight sides and curves, and the odd- Pair/share
small medium large jumbo Did you partner
numbered spots have rectangles and the
describe the pattern in
even-numbered spots have ovals. the same way you did?
12 12 12

17 Lana wrote the pattern below. You can check your

Pair/share 7, 14, 21, 28, 35 answer by working
Are there any other backward!
If the pattern continues, what would be the next number in the
patterns in this set of
numbers? Solution: small: $3, medium: $5, large: $7, jumbo: $9 pattern? Circle the letter of the correct answer.
a 40

15 Draw the next two shapes in the shape pattern shown below. b 42
There is more than one
pattern in these shapes! c 49
D 70
Diego chose D as the correct answer. How did he get that answer? Pair/share
What would the next
Solution: Diego looked at 7 and 14 and thought the pattern
Pair/share 3 numbers in the
Are your shapes the was to multiply by 2 instead of add 7. pattern be?
same as your partner’s? Solution:

72 L8: Number and Shape Patterns L8: Number and Shape Patterns 73
©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted.

At a Glance solutions
Students look at relationships between numbers and Ex The price of each sandwich is represented
shapes to describe or extend a repeating or growing pictorially, with 2 more dollar bills shown in each
pattern. set of bills. Students could also use a table or list to
show the pattern 3, 5, 7, 9.
Step By Step 15 Solution: heptagon and pentagon; Students should
• Ask students to solve the problems individually. continue the pattern of sides (5, 7, 7, 5, 7, . . . ) and
draw a 7-sided polygon and then a 5-sided polygon.
• Direct their attention to the hints given to help them (DOK 1)
think about and solve the problems.
16 Solution: Possible answer: alternating curves and
• When students have completed each problem, have straight edges; Students may also note that the
them Pair/Share to discuss their solutions with a even-numbered positions have ovals and odds have
partner or in a group. rectangles. (DOK 2)
17 Solution: B; Diego looked at 7 and 14 and thought
the pattern was to multiply by 2 instead of add 7.
Explain to students why the other two answer
choices are not correct:
A is not correct because only 5 is added instead of 7.
C is not correct because it’s the number that would
come after the correct answer of 42. (DOK 3)

L8: Number and Shape Patterns 79

©Curriculum Associates, LLC  Copying is not permitted.
 Part 5: Common Core Practice Lesson 8

Part 5: common core Practice Lesson 8 Part 5: common core Practice Lesson 8

Solve the problems. 4 Tell whether each sentence is True or False.

a. A number pattern that follows the rule “add 3”
has both odd and even numbers. 3 True False
1 What would be the 99th number in the pattern shown below?
b. A number pattern starts with 5 cannot include
10, 20, 30, 40, 50 the number 3. True 3 False
A 99 c. The number pattern that follows the rule “start
at 20 and subtract 4” has only even numbers. 3 True False
B 900
d. A number pattern that follows the rule “multiply
C 909 by 2” must have even numbers only. True 3 False
D 990

5 Draw a shape pattern that follows the rule that the shapes go back and forth between
four sides and five sides.
2 Nia used pattern blocks to make the shape pattern shown below.

Show your work.

Which does NOT describe Nia’s shape pattern?

A Each shape has one more side than the shape before it.
Answer Possible pattern: square, pentagon, square, etc.
B The shapes in the odd numbered spots have an odd number of sides.
C The sides in a shape are all the same length.
D The hexagon only appears in spots that are multiples of 4. 6 Write a number pattern that follows the rule “subtract 6” and also has all odd
numbers.

3 Choose Yes or No to tell whether the pattern follows the rule: 17. Show your work.

a. 7, 17, 27, 37 Yes 3 No

b. 1, 7, 49, 343 Yes 3 No
c. 3, 10, 17, 24 3 Yes No
Answer Possible pattern: 71, 65, 59, 53, 47
d. 7, 77, 777, 7777 Yes 3 No
e. 7, 14, 21, 28 3 Yes No

self check Go back and see what you can check off on the Self Check on page 37.
74 L8: Number and Shape Patterns L8: Number and Shape Patterns 75
©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted.

At a Glance 4 Solution: a. True; b. False; c. True; d. False

(DOK 2)
Students analyze, describe, and extend patterns in
numbers and shapes that might appear on a 5 Solution: Answers will vary. Sample: square,
mathematics test. pentagon, square, pentagon. (DOK 1)
6 Solution: Answers will vary. Sample: 71, 65, 59, 53,
solutions 47. Any sequence that begins with an odd number
1 Solution: D; The useful pattern is that each number and subtracts 6 will fit the rule. (DOK 2)
is its position times 10, so the 99th term is 99 3 10
or 990. (DOK 2)
2 Solution: A; Each shape has one more side than the
shape before it until it goes from the hexagon to
the triangle. (DOK 3)
3 Solution: a. No; b. No; c. Yes; d. No; e. Yes (DOK 2)

80 L8: Number and Shape Patterns

©Curriculum Associates, LLC  Copying is not permitted.
 Differentiated Instruction Lesson 8

Assessment and Remediation

• Ask students to write the number that comes next in the following pattern: 9, 13, 17, 21,    . [25]
• For students who are struggling, use the chart below to guide remediation.
• After providing remediation, check students’ understanding. Ask students to write the number that comes
next in the following pattern: 21, 18, 15, 12,    . [9]
• If a student is still having difficulty, use Ready Instruction, Level 3, Lesson 7.

If the error is . . . Students may . . . To remediate . . .

24 think the next number Model how to approach finding and following the rule for a
is a multiple of 4 since pattern. Write the steps in the process on the board. For
the pattern is to add 4. example:
They may not think 1.  Say the pattern out loud.
about how the pattern 2.  Ask: Do I hear anything repeating?
starts with a number 3.  Ask: Are the numbers getting bigger or smaller?
that is not a multiple 4. Look at first two numbers. By how much are they getting
of 4. bigger or smaller?
5.  Ask: Is the pattern to add, subtract, multiply, or divide?
6.  Ask: Does the rule work for all of the numbers in the pattern?
7. Apply the rule to the last number in the pattern to find the
next number.

Hands-On Activity Challenge Activity

Represent number patterns. Explore doubling patterns.
Materials: square tiles or grid paper Give students an opportunity to explore doubling
patterns.
Have students explore a variety of number patterns
using tiles. For patterns involving larger numbers, First, have them find and write the first ten terms of
use grid paper instead. a pattern beginning with 2 and doubling to get the
next term. [2, 4, 8, 16, 32, 64, 128, 256, 512, 1,024]
For example, have students represent the pattern
2, 5, 8, 11 with rows of 2, 5, 8, and 11 square tiles. Help students visualize how quickly the numbers
These rows should form a step pattern. Ask students grow by stacking sheets of paper to equal to each
to describe the pattern the tiles show. Have them number. (Helpful hint: one pack of printer paper is
build the next row and explain how they knew how 500 sheets.)
many tiles to put in that row. They may base their
For fun, have them estimate how big the 15th term
reasoning on the geometric arrangement, to make
would be, and then continue the pattern for another
each step the same size, or they may realize that the
5 terms to check their estimate.
pattern is to add 3.
Repeat with other number patterns such as 24, 20,
16, 12, or challenge them with an alternating add/
subtract pattern such as 5, 8, 7, 10, 9, 12, 11. In each
case, after students build or draw rows for each
pattern, ask them to describe and extend the pattern,
and then compare and discuss with a partner.

L8: Number and Shape Patterns 81

©Curriculum Associates, LLC  Copying is not permitted.