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.

Walk each example aloud, one at a time, and let the class call the rule before you confirm it.

• Add 3 — point at the equal gaps; the same jump every time is the giveaway.
• Take away 5 — the numbers shrink, so the rule is a take-away; the hops still match.
• Double each time — this is the one to slow down on. The jumps are NOT equal — they grow. 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.

This round is the practice bank — 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?