Grade 3Mathmedium
Grade 3 Pattern Recognition and Completion
This worksheet covers number patterns, shape patterns, and growing patterns to help students identify rules and continue sequences
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What Your Child Will Learn
- Identify and describe the rule in number patterns with differences of 2, 3, 5, or 10 (e.g., 4, 7, 10, 13...)
- Complete shape pattern sequences that follow ABAB, ABCABC, or AABBAABB repeating rules
- Recognize and continue growing patterns where elements increase by a constant amount each step
- Apply pattern rules to predict the next 2-3 terms in sequences involving skip counting by 2s, 5s, and 10s
- Distinguish between repeating patterns and growing patterns by analyzing how elements change
How to Use This Worksheet
- Step 1: Start with the number patterns section, having your child read each sequence aloud and identify what operation (adding or subtracting) connects each number to the next
- Step 2: Move to shape patterns by having your child circle or color-code the repeating unit first, then extend the pattern by repeating that same unit
- Step 3: For growing patterns, encourage your child to describe in words how the pattern changes (like 'it gets 2 bigger each time' or 'one more dot is added to each row')
- Step 4: Check each completed pattern by having your child explain their rule out loud and verify it works for all given terms
- Step 5: Challenge understanding by asking your child to predict what would come several steps later in 2-3 of their completed patterns
Tips for Parents & Teachers
When students struggle with number patterns, have them physically count the 'jumps' between numbers using their fingers or number lines - many G3 students miss that 15, 20, 25 increases by 5 each time, not by different amounts
For shape patterns, encourage students to use different colored pencils to mark each part of the repeating unit (like ABC in red, blue, green) - this visual separation helps them see when the pattern starts over
Watch for students who memorize the first few terms instead of finding the actual rule - ask 'What would the 10th number be?' to check if they truly understand the pattern versus just remembering the sequence
With growing patterns, help students create simple tables showing position number (1st, 2nd, 3rd) and pattern value - this concrete organization makes the 'growth rule' more visible for visual learners
Frequently Asked Questions
My child can continue simple ABAB patterns but gets confused with ABCABC patterns. How can I help?
This is very common at Grade 3 level. Have your child physically separate the pattern into chunks using small objects or drawings. For ABCABC patterns, show them how ABC is one complete 'family' that repeats. Practice with just 2-3 repetitions before moving to longer sequences.
What's the difference between a growing pattern and a repeating pattern that my child should understand?
In repeating patterns, the same elements appear over and over (like red, blue, red, blue). In growing patterns, something increases each time (like 5, 8, 11, 14 where we add 3 each time). Help your child ask 'Does this repeat exactly, or does something get bigger?'
My child finds the pattern rule but makes mistakes continuing it. What should I focus on?
This shows good pattern recognition but weak execution. Have your child write the rule in words first ('add 4 each time'), then double-check each new term by applying that rule to the previous term. Using a number line or hundreds chart can help with the arithmetic.
How can I tell if my Grade 3 student really understands patterns or is just guessing?
Ask them to explain their thinking out loud and predict terms that come much later in the sequence. A child who truly gets the pattern can tell you the 8th or 10th term, while a child who's guessing will only know the very next one or two terms.
Should my child be able to work backwards in patterns at this level?
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