I will be getting everything from the textbook called xfactor and other textbooks.
Introduction
Number pattern
In earlier grades you saw patterns in the form of pictures and numbers. In this chapter, we learn more about the mathematics of patterns. Patterns are repetitive sequences and can be found in nature, shapes, events, sets of numbers and almost everywhere you care to look. For example, seeds in a sunflower, snowflakes, geometric designs on quilts or tiles, or the number sequence 0;4;8;12;16;…0;4;8;12;16;….
We live maths every day in our daily lives especially in number patterns. There are many dailylife activities in which children engage with mathematical patterns in their everyday lives, for an example, Children love music, which is made up of patterns. They sing songs in which words and melodies are repeated. Just look at BINGO, BINGO, BINGO, and Bingo was his name, oh. As the song progresses, the children sing a subtraction pattern in which the last letter is omitted: “BING_, BING_ , BING_, and Bingo was his name, oh.
Task
I am going give my leaners classwork.
1. Give description of each of the following sequences and give the next 3 terms.
1.1) 1;4;7;10;13;16;19;22;25;…
1.2) 13;8;3;−2;−7;−12;−17;−22;…
1.3) 2;4;8;16;32;64;128;256;…
1.4) 3;−9;27;−81;243;−729;2187;…
Process
When you want to describe a sequence and want to write the following term from another one you first check the difference between the given terms by subtracting the two terms and you will get the number of difference. After you got the number of difference then now you are able to get the next three terms.
Evaluation
I will check if they did the right thing as the following.

1;4;7;10;13;16;19;22;25;…There is difference of 3 between successive terms. The pattern is continued by adding 3 to the previous term. The next three terms is: 28, 31, 34.

13;8;3;−2;−7;−12;−17;−22; …There is a difference of −5 between successive terms. The pattern is continued by adding −5 to (i.e. subtracting 55 from) the previous term. The three terms is, 27, 32, 37

2;4;8;16;32;64;128;256;…This sequence has a factor of 2 between successive terms. The pattern is continued by multiplying the previous term by 2. The next three terms is: 512, 1024, 2048

3;−9;27;−81;243;−729;2187;…This sequence has a factor of −3 between successive terms. The pattern is continued by multiplying the previous term by −3. The next three terms is: 2184, 2181,6543
Conclusion
When they are done with the work I will be picking leaners randomly to come do some of the corrections on the board so that I am able to see if which leaner that do not understand the lesson whilst I'm at it. and if there are some leaners that do not understand the lesson I will do other examples or pick the other leaner that understands and come in front of the class and explain the questions.
After I am done with the lesson I will then ask them how was the lesson and what did they learn from it and how do they want to be taught the lesson after this one.
Credits
These links will dwell more on the topics.
https://intl.siyavula.com/read/maths/grade10/numberpatterns/03numberpatterns00