Practice: Sequence Drills

Complete the next three terms in each sequence.

Part A: Addition & Subtraction

1. 5, 10, 15, ___, ___, ___
2. 3, 6, 9, ___, ___, ___
3. 50, 45, 40, ___, ___, ___
4. 12, 20, 28, ___, ___, ___
5. 100, 98, 96, ___, ___, ___

Part B: Multiplication & Division

1. 2, 4, 8, ___, ___, ___
2. 3, 9, 27, ___, ___, ___
3. 100, 50, 25, ___, ___, ___
4. 5, 25, 125, ___, ___, ___
5. 88, 44, 22, ___, ___, ___

Part C: Mixed & Tricky

1. 1, 4, 9, 16, ___, ___, ___ (Hint: Square numbers)
2. 1, 1, 2, 3, 5, ___, ___, ___ (Hint: Fibonacci)
3. A, C, E, ___, ___, ___
4. Z, Y, X, ___, ___, ___
5. O, T, T, F, F, S, S, ___, ___, ___ (Hint: Think of numbers)

Curriculum alignment

Number — Practices: - Locating negative and positive numbers on a number line - Comparing and ordering negative and positive numbers using a number line (e.g. −3.4 < −3) - Evaluating expressions …
Measurement — Practices: - Locating negative and positive numbers on a number line - Comparing and ordering negative and positive numbers using a number line (e.g. −3.4 < −3) - Evaluating expressions …
Statistics — Practices: - Locating negative and positive numbers on a number line - Comparing and ordering negative and positive numbers using a number line (e.g. −3.4 < −3) - Evaluating expressions …
Algebra — Practices: - Locating negative and positive numbers on a number line - Comparing and ordering negative and positive numbers using a number line (e.g. −3.4 < −3) - Evaluating expressions …
Geometry — Practices: - Locating negative and positive numbers on a number line - Comparing and ordering negative and positive numbers using a number line (e.g. −3.4 < −3) - Evaluating expressions …

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

Students will develop algebraic thinking and pattern recognition (tātai tauira) through te ao Māori contexts, connecting mathematical reasoning to cultural and real-world problem-solving in Aotearoa.

Ngā Paearu Angitū — Success Criteria

✅ Students can identify, describe, and extend patterns using algebraic notation.
✅ Students can explain their mathematical reasoning and connect it to real-world contexts.

Differentiation & Inclusion

Scaffold support: Provide concrete materials and visual representations before moving to abstract notation. Offer entry-level tasks using number patterns, and extension challenges involving proof or generalisation for capable learners.

ELL / ESOL: Pre-teach key mathematical vocabulary (variable, expression, equation, pattern). Allow diagrams and tables as alternate representations. Bilingual glossaries recommended.

Inclusion: Neurodiverse learners benefit from structured step-by-step templates and multiple representations (visual, numeric, algebraic). Avoid time pressure on procedural tasks.

🌿 Mātauranga Māori Lens

Tātai (to reckon, count, calculate) reflects the deep mathematical tradition within te ao Māori — from whakapapa genealogy structures to wharenui proportional geometry, navigation, and seasonal calendars. Mātauranga Māori holds rich pattern-based thinking: tukutuku panel sequences, kōwhaiwhai scroll patterns, and fishing seasonal cycles all encode algebraic relationships. Algebra taught through these lenses makes abstract thinking visible and culturally grounded.