Previously, students examined numerical patterns that they noticed when analyzing visual patterns that followed a given rule (diagrams of pattern blocks, arrangements of shapes, and so on). In this lesson, students focus solely on generating and analyzing numerical patterns that follow a given rule. Students build on the types of patterns they described during the Choral Count routine to make sense of numerical patterns. They use their understanding of operations and place value to make sense of and explain patterns in multiples of numbers that are not explicit in the rule. Along the way, students have multiple opportunities to look for and make use of structure and regularity (MP7, MP8) to solve problems.

What connections did students make between the different ideas shared? What questions did you ask to help make the connections more visible?