Take three or four hands-up answers, not open call-outs. Press for the how, not just the next number: the jump between each pair is the thing we are hunting for today. Underline one jump on the board (4 to 6) so the class sees the jump of 2 you are pointing at.

Walk each example aloud, one at a time. Point to the gap between two markers and say the same hop every time.

• 2, 4, 6, 8 — name the step as 2, added each time; ask what would come after 8 before moving on.
• 5, 10, 15, 20 — link to counting in fives; the hops are bigger.
• 30, 40, 50, 60 — same idea, a step of 10, and it doesn't start at zero.
• 20, 18, 16, 14 — this is the make-or-break one: the numbers shrink, so the step is taking away 2 each time. Ask the class which way the hops point before you reveal it.

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

Call a starting number and a step (for example, start at 4, count on in 4s). A pupil comes up and shades each multiple across the grid while the class chants the running total. Reveal the pattern the shading makes — fives fall in two straight columns, tens in one column, fours leave a slanting trail. After each, ask what stays the same about every shaded number? Rotate four pupils across, a fresh start number and step each time: count on in 2s, count on in 5s, count on in 10s from 30, count back in 5s from 50.

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.

For each challenge, ask the class first: is this pattern going up or down? The 50, 45, 40 and the 100, 90, 80 patterns count back, so the step is taken away — that is the trickiest idea and worth a pause. On the 10, ?, 20, 25 gap, draw out that two steps of 5 sit between 10 and 20, so the missing number is 15. Use the on-screen Check (✓) as part of your narration: yes — that's it.

Every answer is shown the same way: the pupil drags the marker to the number on the 0–100 line. The first pattern's answer, 12, sits between the printed tens — the small tick marks let the pupil land exactly on it.

Keep this brief — a quick recap of the step idea and a one-line look ahead to growing patterns. The IWB-led arc above fills about 40 of the 50 minutes; the rest of the slot is the activity-book page, which pupils work on while you circulate.