Using patterns in counting sequences | Maths | Quizalize & Oak National Academy

Starter quiz

If we count up in 1,000s, what number would come next after 9,000?

'10,000' ✓
What is the missing number in this counting pattern? 20,000, 40,000, ______, 80,000, 100,000

'60,000' ✓
If we count back in 100s, what number would we say after 1,000?

'900' ✓
What is the missing number in this counting pattern? 35,000, 30,000, ______, 20,000

'25,000' ✓
Match the equations to their sum.

800,000 + 1,000,000 =

⇔

1,800,000 ✓

800,000 + 100,000 =

⇔

900,000 ✓

800,000 + 10,000 =

⇔

810,000 ✓

800,000 + 1,000 =

⇔

801,000 ✓

8,000,000 + 1,000,000 =

⇔

9,000,000 ✓
Match the subtraction equation to its difference.

1,600,000 − 400,000 =

⇔

1,200,000 ✓

1,600,000 − 500,000 =

⇔

1,100,000 ✓

1,600,000 − 600,000 =

⇔

1,000,000 ✓

1,600,000 − 700,000 =

⇔

900,000 ✓

1,600,000 − 800,000 =

⇔

800,000 ✓

Exit quiz

Look at this sequence of numbers. What number will come next? 287,700 288,700 289,700 ______

'290,700' ✓
Look at this sequence of numbers. What is the next term in the sequence? 982,300 981,300 980,300 ______

'979,300' ✓
Aisha counts on in 100,000s from 1,409,320 What number will she say next?

1,410,320

1,419,320

1,509,320 ✓

1,519,320

2,409,320
Look at this sequence of numbers, which are increasing by the same amount each step. What must each step be worth? 0, ___, ___, ___, 120,000

20,000

30,000 ✓

40,000

50,000

60,000
Look at this sequence of numbers, which are increasing by the same amount each step. What must each step be worth? 120,000, ___, ___, ___, 360,000

20,000

30,000

40,000

50,000

60,000 ✓
Look at this sequence of numbers, which are increasing by the same amount each step. What would the second term be? 2,400,000, ___, ___, 3,000,000

'2,600,000' ✓

Worksheet

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Lesson Details

Key learning points

Counting patterns and known facts support calculation with millions.
Counting patterns can be represented as addition and subtraction equations.
Missing values can be calculated using addition and subtraction.

Common misconception

Children may struggle to identify or explain the pattern or to identify the number of steps from the first given number to the last instead just giving the number of missing values.

If children struggle to identify the pattern ask them to start by identifying the part of the number that is changing. Model the 'steps' rather than the missing parts to support children to see this.

Keywords

Sequence - A sequence is a succession of objects, diagrams or values usually formed according to a rule.
Term - Each number in a sequence is called a term. Each term has a position - a location in the sequence.