Gauteng Province

Term 2 Grade 4 Lesson Plan 1

1. TOPIC: NUMERIC PATTERNS: Investigate and extend patterns Date:
2. CONCEPTS & SKILLS: Investigate and extend numeric patterns looking for relationships or rules of
patterns • Sequences involving a constant difference or ratio of learner’s own creation • Describe observed
relationships or rules for sequences involving constant difference or ratio in learners’ own words
3. PREREQUISITE SKILL / PRE KNOWLEDGE: Investigate and extend patterns • Describe patterns in own
words
4. RESOURCES: Number Chart, Worksheets and DBE workbook
Teacher’s notes:
5. MENTAL MATHS: (Suggested time:10 minutes) Worksheet:
Fill in the missing numbers:
1 2 3 4 5 6 7 8 9 10 -Hand out the worksheet
to each learner.
11 12 13 14 15 16 17 18 19 20
-Check how fast and
21 23 25 28 30 accurate learners can
complete the mental
31 33 35 38 40 work.
-5 minutes of writing and
41 43 45 48 50
5 minutes of corrections.
51 53 55 58 60 -self assessment
61 63 65 68 70

71 73 75 78 80

81 83 85 88 90

91 93 95 98 100

6. INTRODUCTION (Suggested time:10 Minutes)

ENGLISH ACROSS THE CURRICULUM: Write/project only
Terminology (Word Bank) terminology and
Investigate: find out facts. To search for facts. assessment words on
the board without
Column: arrangement that is from top to bottom or bottom to top.
definitions.
Row: arrangement that is from side to side
-Allow learners to give
Pattern: Repeated arrangement of numbers, shapes, colours and so on. what is their own understanding
the same in ALL the different things.
of the vocabulary.
Constant: what remains the same (constant) as the other things change
Ratio: Relationship between qualities of two or more objects -The teacher clarifies the
terminology and explains
Constant ratio: The same ratio between all terms the assessment words.

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Sequence: a row of numbers that follow each other in a pattern. A series of -Hand out worksheet:
numbers which form a pattern.
-Learners paste the word
Rule: a set way to calculate or solve a problem bank in their books: for
future revision
Numeric Pattern: -a series of numbers which form a pattern. A sequence of
numbers that have been created based on a rule.
Assessment words
Extend, Investigate, Create, Describe, Determine, Find, Colour , Fill in

7. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Investigating patterns -Introduce this topic by

asking learners to
How patterns can be extended: mention the first 6 even
Example: Extending Numeric Patterns numbers and the first
six multiples of 3.
-Ask if the numbers
form a pattern.
-Ask how the patterns
extends.
-Ask learners what the
1. Rule in the first pattern: adding 2 rule and the constant
2. Constant ratio is 2 ratio is

Oral class discussions Activity 1: -Display the

Activity 1: chart on the board and
1 2 3 4 5 6 7 8 9 10 allow learners to
investigate the
11 12 13 14 15 16 17 18 19 20 patterns:
-find patterns in the
21 22 23 24 25 26 27 28 29 30
table.
31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50 -Pose the question

below the table for
51 52 53 54 55 56 57 58 59 60 learners to answer
orally.
61 62 63 64 65 66 67 68 69 70
-Allow learners to give
71 72 73 74 75 76 77 78 79 80 their answers freely but
orderly. Cover as many
81 82 83 84 85 86 87 88 89 90 learners as possible
per question.
91 92 93 94 95 96 97 98 99 100

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-Find 2 patterns in any columns and one pattern in any row.
-What is the same (constant) about the patterns you found in columns?
-What is the rule for numbers in column patterns?

Activity 2: Describe the patterns in your own words.

Activity 2: Learners
describe the pattern in
their own words.
Activity 3: Extend the pattern with the next 5 numbers.
a) Sequence A: 3, 6, 9, 12, 15, 18, 21, ____, ____, ___, ___, ____
Activity 3: Learners
b) Sequence B: 420; 410; 400; ____, ____, ___, ___, ____
extend the patterns
c) What is the constant difference in Sequence A?
-address errors and
misconceptions that
might be said, after
responses per
question.

8. CLASSWORK: Written Activity (Suggested time:15 minutes)

1. Learners’ own work:

a) Create your own numeric pattern.

b) What is the constant ration of the pattern you created?
c) Describe the pattern in your own words

2. Extend the following pattern with the next 3 numbers:

a) 7; 10; 13; 16;_____;____;____

b) 36; 33; 30; 27;____;____;____
c) 44; 41; 38; 35;____;____;____
d) 599; 598; 597; ____;____;____
e) 775; 780; 785;____;____;____

3. What is the rule in each sequence?

9. Classwork Corrections: (Suggested time:5 minutes)

10. Support and Enrichment (Suggested time:5 minutes)

SUPPORT ACTIVITIES: Marked by the teacher ENRICHMENT ACTIVITIES
Learners who did not master the concept Learners who mastered the concept
4. Extend the following pattern:
a) 6, 8, 10, ____, ____, _____ (Rule is _____) DBE Workbook 1: R7 page xvi No 2 a) – e)
b) 12, 15, 18, ____, ____, ____(Rule is _____)
c) 30, 35, 40, ____, ____, ____(Rule is _____)
d) 80, 70, 60, ____, ____, ____(Rule is _____)

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GRADE 4 WORKSHEET 1: Day 1 Activities Date:_____________

Numeric Patterns:

Mental work: Day 1: Complete the table

ENGLISH ACROSS THE CURRICULUM: Terminology (Word Bank)

Investigate: find out facts. To search for facts.

Column: arrangement that is from top to bottom or bottom to top.

Row arrangement that is from side to side

Pattern: Repeated arrangement of numbers, shapes, colours and so on. what

is the same in ALL the different things.

Constant:
what remains the same (constant) as the other things change

Constant ratio: The same ratio between all terms

Sequence: a row of numbers that follow each other in a pattern. A series of

numbers which form a pattern.

Rule: a set way to calculate or solve a problem

Numeric Pattern: a series of numbers which form a pattern. A sequence of numbers

that have been created based on a rule.

Extend, Investigate, Create, Describe, Determine, Find, Colour ,

Assessment
Fill in
words

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 23 25 28 30

31 33 35 38 40

41 43 45 48 50

51 53 55 58 60

61 63 65 68 70

71 73 75 78 80

81 83 85 88 90

91 93 95 98 100

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Day 1: Examples

-Extending Numeric Patterns

-Rule in the first pattern: adding 2

-Constant ratio is 2
Classwork:

1. Learners’ own work:

a) Create your own numeric pattern.

______________________________________________________________________
______________________________________________________________________
____________________________________________________

b) What is the constant ration of the pattern you created?

______________________________________________

c) Describe the pattern in your own words.

______________________________________________________________________
______________________________________________________________________
____________________________________________________

2. Extend the following pattern with the next 3 numbers:

f) 7; 10; 13; 16;_____;____;____

g) 36; 33; 30; 27;____;____;____
h) 44; 41; 38; 35;____;____;____
i) 599; 598; 597; ____;____;____
j) 775; 780; 785;____;____;____

3. What is the rule in each sequence?

_________________________________

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 Gauteng Province
Term 2 Grade 4 Lesson Plan 2
1. TOPIC: NUMERIC PATTERNS: Investigate and extend patterns Date:
2. CONCEPTS & SKILLS: Investigate and extend numeric patterns looking for relationships or
rules of patterns • Sequences involving a constant difference or ratio of learner’s own creation •
Describe observed relationships or rules for sequences involving constant difference or ratio in
learners’ own words
3. PREREQUISITE SKILL / PRE KNOWLEDGE: Investigate and extend patterns • Describe
patterns in own words
4. REVIEW AND CORRECTIONS OF PREVIOUS DAY INTERVENTION(suggested
time:5 minutes)
5. RESOURCES: DBE workbook and Textbook

6. Mental Work Teacher’s notes:

Complete the table: -Check how fast and
× 1 2 3 4 5 6 7 8 9 10 accurate learners can
1 1 2 3 4 5 6 7 8 9 10 complete the mental work.
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 30 -5 minutes of writing. Pens
4 4 8 12 40 down for all.
5 5 10 15 50 -Peer assessment:
6 6 12 18 60 Learners swap their
7 7 14 21 70 worksheets
8 8 16 24 80
9 9 18 27 90 -5 minutes of corrections.
10 10 20 30 40 50 60 70 80 90 100 By the show of hands,
learners give answers for
each pattern

7. INTRODUCTION (Suggested time:10 Minutes)

× 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10 -In order to describe a
2 2 4 6 8 10 12 14 16 18 20 pattern, the leaners are
3 3 6 9 12 15 18 21 24 27 30 expected to look for what
4 4 8 12 16 20 24 28 32 36 40 remains the same
5 5 10 15 20 25 30 35 40 45 50 (constant) as the other
6 6 12 18 24 30 36 42 48 54 60 things change and
7 7 14 21 28 35 42 49 56 63 70 express it in their own
8 8 16 24 32 40 48 56 64 72 80 words.
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100

-Find 3 patterns in any columns and 2 pattern in any row.

-What is the same (constant) about the patterns you found in rows?
-What is the rule for numbers in column patterns?
- Describe One pattern in your own words.

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Note: The multiplication table consists of sequences of multiples.
Examples:
2, 4, 6, 8, 10, 12,… are the multiples of 2 (or even numbers).
5, 10, 15, 20, 25,… are the multiples of 5

8. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

-Display the pattern on the
Activity 1: Class discussion
Describe the pattern and discuss what the next three pictures will be board and allow learners to
investigate the patterns.
like in each of the following:
PATTERN DESCRIPTION -Allow learners to give their
(a) answers freely but orderly.
Cover as many learners as
(b) possible per question.
-address errors and
misconceptions that might
(e) be said, after responses per
question.
-Remind learners that
patterns are repeated
arrangement of numbers,
shapes, colours and so
on

9. CLASSWORK: Written Activity (Suggested time:10 minutes)

Complete the pattern:
Example:

a)

10. Classwork Corrections: (Suggested time:5 minutes)

11. Support and Enrichment (Suggested time:10 minutes)

SUPPORT ACTIVITIES ENRICHMENT ACTIVITIES
Learners who did not master the concept Learners who mastered the concept

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 GRADE 4 Worksheets 2: Day 2 Activities

-Display the pattern on the

Activity 1: Class discussion
Describe the pattern and discuss what the next three pictures will be board and allow learners to
investigate the patterns.
like in each of the following:
PATTERN DESCRIPTION -Allow learners to give their
(a) answers freely but orderly.
Cover as many learners as
(b) possible per question.
-address errors and
misconceptions that might
(e) be said, after responses per
question.
-Remind learners that
patterns are repeated
arrangement of numbers,
shapes, colours and so
on

CLASSWORK: Written Activity (Suggested time:10 minutes)

Complete the pattern:
Example:

b)

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 Gauteng Province
Term 2 Grade 4 Lesson Plan 3
1. TOPIC: NUMERIC PATTERNS: Investigate and extend patterns Date:
2. CONCEPTS & SKILLS: input and output values Determine input values, output values and
rules for patterns and relationships: • Flow diagrams
3. PREREQUISITE SKILL / PRE KNOWLEDGE: Investigate and extend patterns • Describe
patterns in own words
4. REVIEW AND CORRECTIONS OF PREVIOUS DAY HOMEWORK(suggested time:
5 minutes)
5. RESOURCES: DBE workbook and Textbook
Teacher’s notes:
6. Mental Work
-5 minutes of writing. Pens down
45 – 5 = 40 44 – 4 = 40 43 – 3 = 40 for all.
-5 minutes of corrections. By the
42 – 2 = 40 41 – 1 = 40 40 – 0 = 40
show of hands, learners give
answers for each calculation.
50 – 10 = 40 100 – 60 = 40 55 – 15 = 40
-Self assessment: Learners
mark their work.
-Allow learners to discover that
What remains the same as the other things change? the answer for all remains the
same (Constant difference).

7. INTRODUCTION (Suggested time:10 Minutes) Teacher’s notes:

ENGLISH ACROSS THE CURRICULUM:

Terminology (Word Bank)

Input goes in the input is what goes into the function

output comes out. the output is what comes out of the function -Introduce the lesson by defining
new words.

Flow diagram: a diagram that shows how output values are

connected to input values.

-Project/draw the flow diagram

on the board

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8. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
1. What do we have to do with the input value to get the output -Refer to the flow diagram in the
value? introduction.
Expected response: add one
-Pose question 1-3 to the
2. How can we write “add one” mathematically? learners
Expected response: “+ 1”
-Let learners engage in a class
3. Can you see that the rule has to have an operation and a discussion trying to work out the
number? answer.

Remember to check that the rule works for all the input and -Allow learners to give their
output values. opinions.

-Address errors and

misconceptions

-engage 12 learners in an
orderly manner to come to the
ACTIVITY 1 board and fill in an output value
for each spider leg.
Complete the following spider diagrams:

Expected answers: output value

1st spider diagrams 2nd spider diagrams: 3rd spider diagrams:

1 300 1 100 1 200
1 700 1 450 1 900
2 100 1 900 2 600
2 500 2 300 3 300

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Activity 2 Engage learners:
Draw a flow diagram: -One draws and labels the input
My input numbers are 1, 2, 3, 4 and 5. My rule is x 10. What will values
my output numbers be? -The others mention the output
values
Expected answer:

4. CLASSWORK: Written Activity (Suggested time:10 minutes)

DBE work 2
Page 66 book 2 a) – e)

5. CLASSWORK CORRECTIONS (Suggested time:5 minutes)

6. HOMEWORK: Written Activity (Suggested time:10 minutes)

DBE work 2
Page 68 a) -e)

7. Support and Enrichment (Suggested time:5 minutes)

SUPPORT ACTIVITIES ENRICHMENT ACTIVITIES
Learners who did not master the concept Learners who mastered the concept
DBE work 2 DBE work 2
Page 68 no. f)-g) Page 69 no. a) -c)

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 GRADE 4 WORKSHEET 3: Day 3 Activities
Numeric Patterns:

Mental Work
Calculate:

45 – 5 = 44 – 4 = 43 – 3 =

42 – 2 = 41 – 1 = 40 – 0 =

50 – 10 = 100 – 60 = 55 – 15 =

Examples: Use the flow diagram below to answer question

1. What do we have to do with the input value to get the output value?
Expected response: add one

2. How can we write “add one” mathematically?

Expected response: “+ 1”

3. Can you see that the rule has to have an operation and a number?

Remember to check that the rule works for all the input and output values.

4. Complete the following spider diagrams:

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Possible answers: output value

1st spider diagrams 2nd spider diagrams: 3rd spider diagrams:

1 300 1 100 1 200
1 700 1 450 1 900
2 100 1 900 2 600
2 500 2 300 3 300

5. Draw a flow diagram:

My input numbers are 1, 2, 3, 4 and 5. My rule is x 10. What will my output numbers be?

Expected answer:

6. CLASSWORK: Written activity

DBE work 2

Page 66 book 2 a) – e)

7. HOMEWORK: Written activity

DBE work 2

Page 68 a) -e)

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 Gauteng Province
Term 2 Grade 4 Lesson Plan 4
1. TOPIC: NUMERIC PATTERNS: Investigate and extend patterns Date:
2. CONCEPTS & SKILLS: input and output values Determine input values, output values
and rules for patterns and relationships: Verbally• Flow diagrams • Tables
3. PREREQUISITE SKILL / PRE KNOWLEDGE: Investigate and extend patterns •
Describe patterns in own words
4. REVIEW AND CORRECTIONS OF PREVIOUS DAY HOMEWORK (suggested time:
5 minutes)
DBE workbook and
5. RESOURCES:
Textbook
Teacher’s notes:
6. Mental Work
-5 minutes of writing.
Complete the flow diagrams
-5 minutes of corrections.
By the show of hands,
learners give answers for
each calculation.
-Self assessment:
Learners mark their
work.

7. INTRODUCTION (Suggested time:10 Minutes) Teacher’s notes:

Output numbers are: 4, 8, 12, 16, 20, … -Introduce the lesson by

projecting different ways
of how number patterns
Four learners were asked to show how the sequence was formed.
can be written.
Learner 1: Learner 2:
-ask them if they all the
learners are correct.

-Introduce the table

Learner 3: Learner 4:
method of presenting
numeric patterns
Input 1 2 3 4 5
output 4 8 12 16 20

Are all these learners correct?

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 Let learners identify the
Draw a table using the previous lesson flow diagram. rule, input and output
values from the table.

Expected answer:
1 2 3 4
+1 2 3 4 5

Note: A table can also be used to display a numeric pattern

What are the input numbers from these table?

8. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Example 1: Draw a table using the flow diagram below. What is the -Ask any learner to come
100th number to the board and draw
the table while others are
attempting it in their
workbooks.
-Let them discuss how
they worked out the 100th
number.

-Allow learners to give

their opinions.
Expected answers:

1 2 3 4 10 20 30 40 100
×4 4 8 12 16 40 80 120 160 400

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Example 2:

-Class discussion

Engage learners:

-Write the input and output in a table.

-What are the rules of the pattern? -One draws and labels
-What will the 100th number be? How did you get the answer? the table

Expected answers:
-The others mention the
input and output values
expected on the table

-The rules are X 4 – 2 -Others answer

questions
-The 100th number is 398

100 X 4 =400 – 2 =398

9. CLASSWORK: Written Activity (Suggested time:10 minutes)

a) Draw a table with the information deriving from the flow diagram below.

b) What are the rules in the pattern?

c) Describe the pattern in your own words.
d) What will the 200th number be?

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10. CLASSWORK CORRECTIONS (Suggested time:5 minutes)

11. HOMEWORK: Written Activity (Suggested time:10 minutes)

12.
Complete the flow diagrams and then draw tables using the same flow diagrams.

13. Support and Enrichment (Suggested time:5 minutes)

Use the Support material shared by district

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 GRADE 4 WORKSHEET 4: Day 4 Activities
Numeric Patterns:

Mental Work
Complete the flow diagrams

Example 1: Draw a table using the flow diagram below. What is the 100th number

Expected answers:

1 2 3 4 10 20 30 40 100
×4 4 8 12 16 40 80 120 160 400

Example 2:

-Write the input and output in a table.

-What are the rules of the pattern?
-What will the 100th number be? How did you get the answer?

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Expected answers:

-The rules are X 4 – 2

-The 100th number is 398

100 X 4 =400 – 2 =398

CLASSWORK: Written Activity (Suggested time:10 minutes)

e) Draw a table with the information deriving from the flow diagram below.

f) What are the rules in the pattern?

g) Describe the pattern in your own words.
h) What will the 200th number be?

HOMEWORK: Written Activity (Suggested time:10 minutes)

Complete the flow diagrams and then draw tables using the same flow diagrams.

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 Gauteng Province
Term 2 Grade 4 Lesson Plan 5
1. TOPIC: NUMERIC PATTERNS: Investigate and extend patterns Date:
2. CONCEPTS & SKILLS: Determine the different descriptions of the same
relationship or rule presented in the following ways: Verbally • In a flow diagram •
In a table • By a number sentence
3. PREREQUISITE SKILL / PRE KNOWLEDGE: Investigate and extend patterns •
Describe patterns in own words
4. REVIEW AND CORRECTIONS OF PREVIOUS DAY
HOMEWORK(suggested time:
5 minutes)
5. RESOURCES: DBE workbook and Textbook
6. Mental Work : -Learners complete flow
Complete the flow diagrams: diagrams.

Teacher’s notes:
-Check how fast and accurate
learners can complete Mental
Mathematics.
-5 minutes of writing.
-5 minutes of corrections. By
the show of hands, learners
give answers for each
calculation.
-peer assessment: Learners
exchange books

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 7. INTRODUCTION (Suggested time:10 Minutes) Teacher’s notes:

Using the Mental Work activity to: -Project/draw the flow diagram
on the board
1. Compare and discuss your answers.

2. Are there any flow diagrams that have the same answer?

3. What conclusions can you draw from this?

-Find out what the learners’
Note: remember, flow diagrams that have equal answers are said to be understand is of the word
equivalent. number sentence.
- ask for examples of a number
Numeric patterns can presented in the following ways: Verbally • In a sentence
flow diagram • In a table • By a number sentence

English Across the Curriculum:

Number sentence is a sentence that uses numbers instead of words.
Example: 20 x 4 = 80
6 x 4 – 2 = 22
5+6=6+5

8. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

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Example 1

-Project the flow diagrams

-Let learners engage in a class

discussion trying to work out
the answer.

-Allow learners to give their

opinions.

-Address errors and

a) Draw a table using the numbers from the flow diagram.
misconceptions
b) What is the rule?
c) Describe the pattern in your own words.
d) Write the flow diagram as a number sentence.

Possible answers

a)
Input 1 2 3 4 5 6 7 8 50
output 5 9 13 17 21 25 29 33 201

b) The rule is x4+1 Engage learners:

c) The pattern extends by multiplying the input by four and then -One draws and labels the
add one. table

d) The flow diagram as a number sentence: - the others posed to posed

questions verbally
1x4+1=5
2x4+1=9
3 x 4 + 1 = 13
4 x 4 + 1 = 17 -The others come forward to
5 x 4 + 1 = 21 write number sentences
6 x 4 + 1 = 25
7 x 4 + 1 = 29
8 x 4 + 1 = 33
50 x 4 + 1 = 201
8. CLASSWORK: Written Activity (Suggested time:15 minutes)
a) Complete and label the flow diagrams

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b) Draw a table for each flow diagram.
c) Write a number sentence for each flow diagram.

9. CLASSWORK CORRECTIONS (Suggested time:5 minutes)

10. HOMEWORK: Written Activity (Suggested time:10 minutes)

Textbook activity: page________ N0. ______

11. Support and Enrichment (Suggested time:5 minutes)

SUPPORT ACTIVITIES ENRICHMENT ACTIVITIES
Learners who did not master the concept Learners who mastered the concept
DBE workbook 2 Page 67 No. 2 a) -d)

GRADE 4 WORKSHEET 6: Day 6 Activities

Numeric Patterns:

Mental Work :
Complete the flow diagrams:

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Example 1

a) Draw a table using the numbers from the flow diagram.

b) What is the rule?
c) Describe the pattern in your own words.
d) Write the flow diagram as a number sentence.

Possible answers
a)
Input 1 2 3 4 5 6 7 8 50
output 5 9 13 17 21 25 29 33 201

b) The rule is x4+1

c) The pattern extends by multiplying the input by four and then add one.

d) The flow diagram as a number sentence:

1x4+1=5

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 2x4+1=9
3 x 4 + 1 = 13
4 x 4 + 1 = 17
5 x 4 + 1 = 21
6 x 4 + 1 = 25
7 x 4 + 1 = 29
8 x 4 + 1 = 33
50 x 4 + 1 = 201

CLASSWORK: Written Activity Complete and label the flow diagrams

d) Draw a table for each flow diagram.

e) Write a number sentence for each flow diagram.

HOMEWORK: Written Activity

Textbook activity: page________ N0. ______

GRADE 4: INFORMAL WEEKLY TEST: Day 5 DATE: ___________

NUMERIC PATTERN

NAME & SURNAME:_________________________________ TOTAL: _________

Question 1

Are the statements True or False?

a) A pattern is repeated arrangements of numbers/drawing/ so on. _____________

(1)

b) Numeric pattern is a series of drawings which form a pattern. __________ (1)

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 c) Number sequence is a row of numbers that follow each other in a pattern.
_________________ (1)
[𝟑]

Question 2

Extend the patterns with the next 5 numbers and then find the 100th number in each
sequence. Describe your methods.

2.1 Sequence X: 7, 14, 21, 28, 35, 42, 49,___, ___, ___, ___, ___ (1)

2.1.1 The 100th number is __________ (1)

2.1.2 Description of the method used: _____________________________ (1)

2.2 Sequence Y: 9, 18, 27, 36, 45, 54, 63, ,___, ___, ___, ___, ___ (1)

2.2.1 The 100th number is __________ (1)

2.2.2 Description of the method used: _____________________________ (1)

2.3 Sequence Z: 10, 20, 30, 40, 50, 60, 70, ,___, ___, ___, ___, ___ (1)
2.3.1 The 100th number is __________ (1)

2.3.2 Description of the method used: _____________________________ (1)

[𝟗]

Question 3

3.1 Complete the flow diagrams:

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 (5)

(5)

3.2 Fill in the missing numbers:

(4)

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3.4 Draw a flow diagram and write down the rule for the following:

a) 20; 17; 14; 11; …; …

(2)

[𝟏𝟔]

TOTAL: 30

Marking guideline √

Question 1

Are the statements True or False?

a) True √ (1)

d) False √ (it is a series of numbers not drawings) (1)

e) True √ (1)
[𝟑]

Question 2

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Extend the patterns with the next 5 numbers and then find the 100th number in each
sequence. Describe your methods.

2.1 Sequence X: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84 √ (1)

2.1.1 The 100th number is 100 × 7= 700 √ (1)

2.1.2 Description of the method used: Multiplied the place number by 7 (1)

2.2 Sequence Y: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108 √ (1)

2.2.1 The 100th number is 100 × 9= 900 √

(1)

2.2.2 Description of the method used: Multiplied the place number by 9 √ (1)

2.3 Sequence Z: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120 √ (1)
2.3.1 The 100th number is 100 × 10= 1 000 √ (1)

2.3.2 Description of the method used: Multiplied the place number by 10 √ (1)

[𝟗]

Question 3

3.1 Complete the flow diagram (5)

4√

8√

12 √

20 √

40 √

𝟓√

𝟗√

𝟏𝟑 √

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 17 √

21 √

(5)

3.2 Fill in the missing numbers:

(4)

Rule ×𝟕 √

3×7
21 √

15 × 7 105 √

98 ÷ 7 14 √

3.4 Draw a flow diagram and write down the rule for the following:

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 b) 20; 17; 14; 11; …; … (2)

23 20 𝒓𝒖𝒍𝒆 √ drawing √

20 17
- 3
17 14

14 11

Grade 4: Informal Revision Test 3 Date: ____________

Numeric Patterns

Name and Surname: _________________________________________________

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 (30)

2. Draw tables for flow diagram N0. a) and b). (4)

3. Write flow diagram N0. c) and d) as number sentences. (4)

4. Denzel’s father has 300 goats on the farm. How many legs are there? Write a

number sentence to show your calculations. (2)

TOTAL: 40

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