Take three hands-up answers, not open call-outs. Write 4, 8, 12, 16 on the IWB and ring the jump between each pair as a pupil names it. Listen for add 4 — revoice it as the rule, the word the lesson hangs on.

Take one line at a time; let the class call the rule before you confirm.

Add 3: 3, 6, 9, 12 — point at the equal gaps, same jump every time is the giveaway. Ask for the rule.

Take away 5: 50, 45, 40, 35 — numbers shrink, so it's a take-away; hops still match.

Double each time: 2, 4, 8, 16 — slow down here. Hops are NOT equal, they grow, each number is twice the one before. Ask how is this different from add 3?

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud.

Read a sequence, then a pupil hops the marker to the next term and names the rule. Before the next pupil takes a turn, keep the watching class in it: ask the room is the jump the same size each time? and take a quick hands-up answer, or have a pupil turn and name the rule to the class. Rotate four pupils across the three sequences.

Watch for the 1, 3, 5, 7 sequence — some pupils will say add 1 because the numbers are close together. The gap is actually 2 each time. Slow it down and count the hop.

These are the practice questions — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

The last challenge (1, 2, 4, 8) is the doubling stretch — the jump grows from 4 to 8, so the next number is 16, not 12. Use the Check as part of your narration: yes — that's it. Ask the closing question for each: is the jump the same every time, or does it grow?