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Running Head: EFFECT OF CLASSICAL MUSIC ON THE RETENTION OF MATHEMATICAL CONCEPTS IN ELEMENTARY STUDENTS

Effect of Classical Music on the Retention of Mathematical Concepts in Elementary Students

Victoria J. Payne @02013960

Research in Curriculum and Teaching Howard University

Spring 2011

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Introduction

Math has been noted to help students’ minds reason and organize complicated situations and

problems into clear and logical steps. As the most widely used subject globally, mathematic mastery can

give students a competitive edge as they compete for higher‐level and higher‐paying jobs in the future

(Saint Paul Public Schools, 2007; Tutoring 911, 2006). However, in elementary schools, middle schools,

high schools, and colleges alike, the lack of mathematical achievement among a growing number of

students has been a concern of not only teachers and administrators, but the national government.

Programs and initiatives, like No Child Left Behind, have not completely resolved the issue, but rather

shed light on the complexity of the situation. In recent years, teachers and those in teacher preparation

programs possess more impressive academic profiles with higher SAT scores and grade point averages

than individuals in times past, but they have lower pass rates for the PRAXIS exam, which is a

requirement for most teachers in the United States (Gitomer, 2007).

The lack of mathematical achievement is often associated with a fear and intimidation of math.

As a matter of fact, in the latter years of elementary school, math phobia is very common as students

have to transition from concrete math to logical math (i.e. fractions and percentages) (Cordes, 2001).

Also, in the United States an estimated 2% to 6.5% of elementary school‐age suffer from Dyscalculia,

which is a developmental math disorder that can be linked with math phobia (Toppo, 2003).

School administrators and teachers have implemented creative approaches to improve math

performance among their students, but it has been no easy task. Complex, unresolved problems call for

new and innovative solutions. One area that has been gaining attention in the past 10 to 15 years is the

use of music as a means of improving academic performance (Griffin, 2006; Burack, 2005; Strickland,

2001; Davies, 2000; Weinberger, 1998). As far back as the ancient Greeks, music has been coupled with

education with the belief that music is both an abstract science and a branch of mathematics (Levin,

2009). Over the past 40 years, music has been heavily used in television and radio for advertising as a

means of promoting brand awareness and recognition, grabbing attention, and brand association with

the trends of the culture (Griffin, 2006). In retail settings, music is often used to keep shoppers in stores

longer and to create a positive experience.

In many homes across the world, music has been used by caregivers with infants through the

singing of lullabies and play‐songs (Trehub, 2006). The effects of these songs have been calming infants,

maintaining attention for longer periods of time than speech alone, and promoting infant contentment

(Trehub, 2006). Many parents and early childhood educators use music to teach the alphabet (Davies,

2000). Educational television programming, like Sesame Street and School House Rock, have relied

heavily on music to help reinforce the concepts that are being presented. However, in most traditional

classroom settings, music has been used to prepare student for musical performances, but some

researchers have been suggested that music specialists change their focus to integrating music with the

general curriculum for maximized academic success (Bryant‐Jones, Shimmins, & Vega, 2003).

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Statement of the Problem

According to the US Department of Education (2009), America’s schools are not producing the

math excellence required for global economic leadership and homeland security in the 21st century.

This has resulted in a national spotlight on STEM programs, which focus on the studies of Science,

Technology, Engineering and Mathematics. This phenomenon increased after studies showed the US

students as lagging behind many other nations in these areas. Only 39% of fourth and 32% of eighth

grade students were proficient in math (NAEP, 2009). Though this number has been slowly increasing,

there are still more than half of the students who are not performing at the proficient level in math.

Thus the issue that this research will attempt to help address is improving the understanding and

retention of math concepts in elementary school students.

Of the individuals that passed the PRAXIS II, the SAT math scores were lower for African‐

Americans than for any other ethnic group with a 2002‐2005. African‐American students had an

average score of 459; the average for all racial and ethnic groups was 521 (Gitomer, 2007). The mean

score for African American students starting college in 2009 was 426 with a standard deviation of 97

(The College Board, 2009). This is compared to a mean score 515 for all races with a standard deviation

of 116. Also, family income is strongly correlated to academic performance and specifically

mathematical performance on the SAT where students with family incomes of $20,000 or less averaged

457 on the math portion of the SAT. The majority of low‐income working families live in metropolitan

areas, and blacks are more likely to live in central cities (Turner & Fortuny, 2009), which is where the

researcher intends to conduct this study.

It is important that math performance be increased for all students in order to give them the

necessary skills for their future careers and decision making abilities. It is even more important in inner

city schools with large black populations as many of these students tend to fair below average in

comparison to other ethnic groups and individuals or higher family incomes.

Review of Related Literature

One means of improving students’ math performance is with the use of music in the classroom.

As it relates to the educational experience, it has been noted that music helps us “store and retrieve

rich, multi‐sensory memories (Davies, 2000).” Additionally, music has been shown to lead to improved

mathematical performance (Fratt, 2007; Griffin, 2006; Edelson & Johnson, 2003; Bryant‐Jones et al,

2003; Haught, Kunce, Pratt, Werneske, & Zemel, 2002; Hallam, Price, & Katsarou, 2002).

Music can enhance the learning environment, namely the classroom, but that will be dependent

on its “judicious use and facilitation, and that means educators will need to be equipped with

fundamental knowledge of music psychology (Griffin, 2006).” Played in the background, music can

reduce stress and anxiety, cause arousal, motivate, increase on task performance, aid in concentration,

enhance creativity, and aid in memorization (Griffin, 2006).

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In a college math class, background music from the Baroque period was found to improve the

enjoyment of the class and decrease the amount of students who found math to be challenging when

compared to a class that did not receive the background music. Specifically, 86% of students who had

one month of background music in their math class enjoyed the class as opposed to 76% of students

that did not have background music. On a related note, 33% of students with one month of background

music found math to be challenging, as opposed to 46% of those students without the background

music (Orel, 2006).

A master’s candidate, Kristin Sigman (2005), conducted research on using background music to

enhance the concentration of high school students and found that there was no significant change in the

concentration levels when it was used within a classroom setting. This researcher used a survey to

gather from the students their perceptions of their abilities to concentrate, and she did not use other

measures, like the student’s completion rates or accuracy on the assessment of the materials learned.

In an urban elementary school near Chicago, IL (n=33), researchers saw an initial 15.6 point gain

(mean score of the pre‐test was 53.9 and the post‐test was 69.6)in second‐grade students and a 21

point gain (mean score of the pre‐test was 62.1 and the post‐test was 83.1) in fourth grade students on

math assessments after implementing a program that used a School House Rock video, teacher‐made

math songs, and Mozart background music for completing assignments. The researchers saw an

additional 13.9 point gain (from 69.6 to 83.4) in second grade students and a .5 gain (from 83.1 to 83.6)

in fourth grade students after the program was extended (Bryant‐Jones et al, 2003).

In a Melbourne, Australia study, researchers Ivanov and Geake (2003) tested the Mozart Effect

on three separate classes of 5th and 6th graders (n=76) that ranged from ages 10 to 12. The classes

were randomly assigned a treatment, which was either listening to 30 minutes of Mozart’s Sonata in D

Major in the background, listening to Bach’s Toccata in G Major in the background, or listening to the

background noise of the school (control group). Bach’s music was repeated almost 4 times in the 30

minute period, and only the first movement of Mozart’s composition was repeated. The music was

played before and during the assessment, which consisted of looking at three folded pieces of paper

with holes punched in at the fold and then determining what shape the paper would make when

unfolded. The results were in line with previous studies on the Mozart Effect in that the mean score for

the Mozart group was 6.29, for the Bach group was 6.08, and for the control group was 5.09.

Additionally, a survey was administered to see the students’ previous music experience. Twenty of the

76 students were found to have received music lessons outside of school. The researchers also found

that the more years of music instruction received, the better they performed on this paper folding task.

Students with no music lessons scored on average 5.66, students with less than a year of lessons

averaged 6.27, and students with more than a year of lessons averaged 6.56 on this task. The

researchers noted, however, that the experienced group was too small for the latter findings to be

conclusive (Ivanov & Geake, 2003).

In an article published by Childhood Education, Jill Edelson and Gretchen Johnson state that by

joining math and music, “teachers will be able to help children achieve national and state learning

standards in mathematics (Edelson & Johnson, 2003).” This will happen as teachers are able to give

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their students a more pleasurable experience and help them understand the more difficult

mathematical principles. This article also described the benefits of playing music as opposed to simply

listening to it, referencing the studies of Shaw and Rauscher (1997) that infer that music enhances the

spatial‐temporal reasoning skills and that it promotes the development of thinking skills, such as pattern

recognition and logic. The benefits of music include many of the same skills that lead to success in

school.

In a study conducted in the United Kingdom, researchers investigated the impact of background

music on student’s performance of tasks. They found that the mean for the number of problems

completed by students while listening to background music was higher than without the background

music, though there was not a statistically significant difference in the number of correct responses with

or without the music. Ultimately, music helped the students answer more problems. The researchers

concluded that “the effects of music on task performance are mediated by arousal and mood rather

than affecting cognition directly (Hallam et al, 2002).”

In a large mid‐western city suburb, researchers used various mathematics interventions for first,

second, third, and fifth grade students in four public elementary schools; the interventions consisted of

games and music. When music was incorporated it was in the form of either rap or soft‐rock songs with

mathematical concepts, like addition or multiplication incorporated into the lyrics. The third grade class

actually participated in creating two of their own songs. The students were given a pre‐ and post‐test as

well as a pre‐ and post‐survey. The researchers found that the students using the games intervention

had a 29.4% increase in liking mathematics to a high degree when the comparing the two surveys, while

those with the music intervention experienced a 2.5% decrease in liking math to a high degree (Haught

et al, 2002). Each group saw a notable improvement in their performance on the post‐test as compared

to the pre‐test, as well as on the students’ performance on the weekly timed tests. In a closer look at

the students’ performances, those with the music intervention in fifth grade saw an increase of 20% in

their post‐test scores, while the control group saw an increase of 24.9%. Similar results for third grade

students were found as the intervention group saw an increase of 28.6%, while the control group saw an

increase of 33.3%.

These results may not appear to support the benefits of using music to increase the retention of

mathematical concepts, but the subpar effects of the music can be attributed to the perceived

wordiness of the songs, which the students and teachers complained about. It was noted early on that

many of the songs used had to be modified for the classes. Additionally, one of the third grade teachers

of the control group regularly used timed tests, which the researchers noted was in itself an

intervention, which can also be attributed to increasing the scores of the control gruop. Another control

group teacher did not like the manner in which the textbook presented the materials, so she brought in

supplemental publications and materials for the students to learn from (Haught et al, 2002). Again, this

extraneous variable could also be considered an intervention. Another very critical factor to note when

analyzing the results of this study in the context of the proposed study is that the mid‐western suburb

study used music as content and a means of drilling mathematical facts, whereas the researcher of the

proposed study intends to use music as a background stimulant and not as content. The researcher of

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the proposed study ultimately intends to use the background music to set the atmosphere of the

classroom and add a level of structure, which is a contrasting approach to the research of Haught and

company.

Hallam and Price conducted another study in 1998 in the United Kingdom in which they

answered the question: Can the use of background music improve the behavior and academic

performance of students with emotional and behavioral difficulties? The results of their findings were

that when background music was played, the students’ mean score was 38.5 points, while they achieved

on average 21.5 points without the use of background music. There was no significant difference in the

amount of times that rules were broken among the students, but the students were working while

breaking the rules as opposed to simply being off‐task (Hallam and Price, 1998).

Background music has been studied in an attempt to measure its effect on concentration.

According to Don Campbell, a music therapist, with the Mozart effect, classical music can "improve

memory and learning, boost productivity… strengthen endurance, unlock creative impulses... (Campbell,

1997)."

In a study measuring the effects of classical music played in the background for 4‐year‐old pre‐

school students on their brain development, after being exposed to music for one hour each day for six

months, the brain electric activity of exposed students was significantly higher than the non‐exposed

students (Malyarenko, Kuraev, Malyarenko, & Khatova, 1996). Specifically, an increase was observed in

the of α₁‐rhythm power, primarily in the left lobe of the brain, and the children exposed to the music

tired less easily than those not exposed to the music (Strickland, 2001).

While most studies have focused on background music’s ability to improve test scores when

played before or during an exam, the purpose of this study is to focus on background music’s ability to

help students retain and then recall mathematical concepts.

Statement of Hypothesis

When students in an urban elementary school have background classical music in both the

instruction and assessment of the instruction, they will have the highest performance rates. Conversely,

with the background music removed from either the instruction or the assessment, they will have lower

performance rates.

Methods and Procedures

Methods

This is an action research study designed to determine the effect of background music on the retention

of mathematical concepts in elementary students. The study will determine if the inclusion of the

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independent variable (background music) will lead to an increase in the dependent variable (retention

of mathematical concepts).

Data will be collected through teacher‐made review tests to measure the retention of the learned

mathematical concepts.

Procedure

The experimental study will take place over the course of two days. Convenience sampling will be

employed, where the researcher will use the intact class that she is student teaching. On Day 1 of the

study, during the math time, the class will receive a 10‐minute pre‐test at the start of the math lesson.

Following the pre‐test, the class will receive a math lesson for twenty minutes; there shall be no music

played during this lesson. The students will be taught by the student teacher/researcher. At the end of

the 20‐minute lesson, the class will be given a 6‐question review assessment that will measure their

retention of the materials learned in the first lesson. The class will be given ten minutes to complete the

post‐test, and still there will be no music played at this time.

On Day 2 of the study, during the math time, the class will receive a pre‐test followed by a math lesson

for twenty minutes with classical background music played softly from a portable stereo. The students

will be taught by the student teacher/researcher. At the end of the 20‐minute lesson, the class will be

given a new 10‐question review assessment that will measure their retention of the materials learned in

the previous 20‐minute lesson. The class will be given ten minutes to complete the review, and there

will be music played during the time of the assessment.

Participants

The subjects selected for this study will be students in an urban 3th grade elementary math class that

the researcher will be student teaching. The students will be African‐American. All students in the class

who are present will be included in the study; therefore, convenience sampling will be used. The study

will take place during the spring semester of 2011 school year.

Data Collection

The pre‐test and the post‐test assessments will be scored, matching responses to correct answers on an

answer sheet. Unanswered questions will be counted as wrong, and the mean scores for each test will

be compared for each intervention. The results of each assessment will be analyzed using descriptive

statistics, including the mean, range, and standard deviation.

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Measures

The pre‐test and teacher‐made tests will include fill‐in the blank questions, multiple choice questions,

and higher ability questions. Each answer will be weighted equally. The researcher will pilot the

teacher‐made tests on another teacher to ensure that the test is grade‐appropriate.

Limitations

Due to the fact that this is an action research study, the results generated will not be generalizable to

the entire population of elementary students. Also, as a result of the student teaching arrangement and

the time constraints, the researcher will not be able to test other groups to increase the number of

students in the study. As this research was done during the preparation for the DC‐CAS, the researcher

was not allotted much classroom time to teach math, so the research had to be done during a two to

three day period. Because of a lack of time, students were given the post‐test on a third day, so several

students were not present to take the post‐test. One post‐test was lost. Lastly, there is the possibility

that the daily lessons can have a cumulative effect on the information retained whereby students will do

better towards the end of the lesson.

Results

First Lesson - No Music Invention Wednesday, March 16, 2011

Pre-Test

Raw Score

Percentage Number of Students

Weighted Score

Number Percentage Level

11 100% 3 3.00 3 17% Scores of 100%

10 91% 1 0.91 4 22% Scores Over 90%

9 82% 1 0.82 5 28% Scores Over 80%

8 73% 4 2.91 9 50% Scores Over 70%

7 64% 1 0.64 10 56% Scores Over 60%

6 55% 3 1.64 8 44% Scores Under 60%

5 45% 1 0.45

3 27% 3 0.82

1 9% 1 0.09

Students 18 63% Average

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Post Test

Raw Score


Weighted Score


19 100% 4 4.00 4 22% Scores of 100%

18 95% 1 0.95 5 28% Scores Over 90%

17 89% 3 2.68 8 44% Scores Over 80%

15 79% 2 1.58 11 61% Scores Over 70%

14 74% 1 0.74 15 83% Scores Over 60%

13 68% 2 1.37 3 17% Scores Under 60%

12 63% 2 1.26

11 58% 2 1.16

7 37% 1 0.37


Mode: 100% Mean: 78% Median: 79%

Second Lesson - With Music Invention Monday, March 21, 2011

Pre-Test

Raw Score


Weighted Score


6 100% 4 4.00 4 29% Scores of 100%

5 83% 5 4.17 4 29% Scores Over 90%

4 67% 1 0.67 9 64% Scores Over 80%

3 50% 1 0.50 9 64% Scores Over 70%

2 33% 2 0.67 10 71% Scores Over 60%

1 17% 1 0.17 4 29% Scores Under 60%

0 0% 0 0.00


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Post Test

Raw Score


Weighted Score


10 100% 4 4.00 4 29% Scores of 100%

9 90% 4 3.60 8 57% Scores Over 90%

8 80% 1 0.80 9 64% Scores Over 80%

7 70% 1 0.70 10 71% Scores Over 70%

6 60% 1 0.60 11 79% Scores Over 60%

5 50% 1 0.50 3 21% Scores Under 60%

4 40% 1 0.40

3 30% 1 0.30

2 20% 0 0.00


Mode: 100%, 90% Mean: 78% Median: 90%

Discussion

On the first day, students scored an average of 63% on the pre‐test, and after instruction, their average

score was 78%. On the second day, students scored an average of 73% on the pre‐test, and on the third

day, their post‐test average was 78%. The skills in both lessons were similar as they dealt with patterns,

but the presentation was different. On the first day, students found patterns in charts, while on the

second day, students found patterns in number sequences. While the pre‐ to post‐test difference was

not as significant in the second lesson with the music intervention, the percentage of students that

scored 90% or better was much higher for the post‐tests of the music invention lesson than for the

lesson sans music. After the first lesson without music, the mode score was 100%. After the second

lesson with music, the mode scores were 100% and 90%. More of an improvement was seen in looking

at the median scores. After the first lesson without music, the median score was 79%, while the median

score was 90% after the second lesson with the music intervention. In looking at the percentage of

students that scored below 60%, after the first lesson there was 17%, but 21% after the second lesson

with the music intervention.

On several of the measures observed, the music intervention did not make a significant difference, but

when one looks at the median and the number of students that scored 90% or better, they will see the

improved performance on days when the music intervention was applied.

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The second lesson post‐test scores could easily have been boosted by the cumulative nature of the

material taught. Students could have done better on this test because they had two days of looking and

number patterns. Also, but the second lesson’s post‐test, some of the students were not present, so

their scores were not factored in.

In this study the intention was to evaluate the effects of classical music on the retention of

mathematical concepts, but it was observed that the students were much more calm during the

instructional block when the music was played. This in turn allowed for more instructional time as the

researcher did not have to stop the lesson as much to get students on task.

Using classical music during a mathematics lesson may improve the retention of mathematical concepts,

but this research did not conclude a significant impact. Still, music can improve the classroom

environment and make it easier for students to concentrate on the material being covered by calming

them and eliminating background noises.

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References

Bryant‐Jones, M., Shimmins, K. J., Vega, J. D. (2003). Increasing Math Achievement through Use of Music. Masters thesis, St. Xavier University, United States – Illinois. Retrieved from ERIC Database.

Burack, J. (2005). Uniting Mind and Music. American Music Teacher, 55(1), 84. Retrieved from Academic Search Premier database.

Campbell, D. (1997). The Mozart Effect. New York: Avon Books.

Cordes, H. (2001). How to fight off math phobia. Family Life, 45. Retrieved from Academic Search Premier database.

Davies, M. A. (2000). Learning... the beat goes on. Childhood Education. Research Library Core, 76 (3). 14‐153.

Edelson, J. and Johnson, G. (2003). Music Makes Math Meaningful. Childhood Education. Retrieved September 24, 2009 from accessmylibrary: http://www.accessmylibrary.com/coms2/summary_0286‐19980952.

Fratt, L. (2007). Music + Math = Unprecedented Proficiency. District Administration, 43(1), 23. Retrieved from Academic Search Premier database.

Gitomer, D. H. (2007, December). Teacher Quality in a Changing Policy Landscape: Improvements in the Teacher Pool. Educational Testing Services. Retrieved November 29, 2009 from http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509.

Griffin, M. (2006). Background Music and the Learning Environment: Borrowing from Other Disciplines. Masters thesis, University of Adelaide, Australia – South Australia.

Hallam, S., & Price, J. (1998, June). Can the use of background music improve the behaviour and

academic performance of children with emotional and behavioural difficulties?. British Journal

of Special Education, 25(2), 88. Retrieved September 25, 2009, from Academic Search Premier

database.

Hallam, S., Price, J., & Katsarou, G. (2002, June). The Effects of Background Music on Primary School

Pupils' Task Performance. Educational Studies (03055698), 28(2), 111‐122. Retrieved September

25, 2009, doi:10.1080/03055690220124551.

Haught, L., Kunce, C., Pratt, P., Weneske, R., Zemel, S. (2002). Improving Mastery of Basic Mathematics

Facts in Elementary School through Various Learning Strategies. Masters thesis, Saint Xavier

University, United States – Illinois. Retrieved September 23, 2009, from ERIC Database.

Levin, F. R. (2009). Greek Reflections on the Nature of Music. New York: Cambridge University Press.

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Malyarenko, T., Kuraev, G., Malyarenko, Y., & Khatova, M. (1996). The development of brain electric

activity in 4‐year‐old children by long‐term sensory stimulation with music. Human Physiology,

22(1), 76‐81. http://search.ebscohost.com.

Orel, P. (2006). Music helps students retain math. Rutgers Focus (Rutgers University). Retrieved

November 30, 2009 from

http://ur.rutgers.edu/focus/article/Music%20helps%20students%20retain%20math/1779/.

Sigman, K. (2005). Using Background Music in the Classroom to Effectively Enhance Concentration Within the Learning Environment. Masters thesis, Marietta College, United States – Ohio. Retrieved from http://etd.ohiolink.edu/send‐pdf.cgi/Sigman,%20Kristin%20J..pdf?marietta1112128560.

Strickland, S. J. (2001/2002). Music and the brain in childhood development. Childhood Education, 78 (2). 100‐103.

The College Board (2009). 2009 College Bound Seniors Total Group Profile Report. Retrieved November 30, 2009 from http://professionals.collegeboard.com/profdownload/cbs‐2009‐national‐TOTAL‐GROUP.pdf.

Toppo, G. (2003). 'Dyscalculia' adds up to everyday problems. USA Today, Retrieved from Academic Search Premier database.

Trehub, S. E. (2006). Music in the lives of infants. Lecture by Professor Sandra Trehub at UTM. Retrieved November 30, 2009 from http://utm.kmdi.utoronto.ca/archives/2006_jul26_632895245819843750/?archiveID=42.

Turner, M. A. & Fortuny, K. (2009). Residential Segregation and Low‐Income Working Families. Urban Institute. Retrieved December 9, 2009 from http://www.urban.org/publications/411845.html.

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APPENDIX

Name: __________________________________ Date: ____________________________________

Math Patterns – Pre-Test 1. The table below shows the height of Blair’s pea

plant.

Week Height

1 15 cm 2 20 cm 3 25 cm 4 30 cm

If the pattern continues, what height will the

plant be in Week 6?

__________________________

2. Olayia is saving her money so that she can buy a

few books at the book fair. She wants to see

how long it will take to save $30 with her

current pattern.

Day Money

1 $ 3 2 $ 6 3 $ 9 4 $ 12 5 $ 15 6 $ 18

On what day will Olayia have $30 saved?

______________________________

3. Complete the pattern below:

Hour Height

1:00 67 2:00 63 3:00 59 4:00 ____ ____ 51 6:00 47 ____ ____ 8:00 ____


Day Height

3 55 5 58 7 61 9 64 11 ____ 13 ____ 15 ____ 17 ____

Name: __________________________________ Date: ____________________________________

Math Patterns – Post-Test 1. The table below shows the height of

Marquette’s corn stalk.

Week Height

3 5 in 4 10 in 5 15 in 6 20 in

If the pattern continues, what height will the

corn stalk be in Week 9?

__________________________

2. Candice is saving her money so that she can go

to a carnival. She wants to see how long it will

take to save $40 with her current pattern.

Day Money

1 $ 4 2 $ 8 3 $ 12 4 $ 16 5 $ 20 6 $ 24

On what day will Candice have $35 saved?

______________________________


Month Money

January $ 80 February $ 75 March $ 70 April ____ ____ $ 60 June $ 55 ____ ____ August ____


Day Height

10 12 ounces 20 16 ounces 30 20 ounces 40 24 ounces 50 ____ 60 ____ 70 ____


Stage Height

1 100% 2 90% 3 ____ 4 70% 5 60%

____ ____ ____ ____

6. Create your own pattern:

___________ ________

____ ____ ____ ____ ____ ____ ____ ____

Name: __________________________________ Date: ____________________________________

More Math Patterns – Pre-Test 1. Look at the pattern below. What number is

missing?

80, 83, 86, ____, 92, 95

__________________________

2. Jaylah wrote the pattern below. Which of

these could be the rule for her pattern?

91, 87, 83, 79, 75

A. subtract 4

B. add 6

C. subtract 14

D. add 16

3. Aveon wrote the number pattern below using

the rule “subtract 8.” What is the missing

number?

157, 149, 141, ?, 125, 117, 109

_______________________________

4. Marja wrote the number pattern shown below.

What is the rule for her pattern?

203, 308, 413, 518, 623

A. add 5

B. add 15

C. add 100

D. add 105

5. What number comes next in the pattern?

18, 15, 12, 9, _____

________________________

6. Look at the pattern below. What number is

missing?

720, 700, 680, _____, 640, 620, 600

__________________________

Name: __________________________________ Date: ____________________________________

More Math Patterns – Post-Test 1. Look at the pattern below. What number is

missing?

90, 93, 96, __________ , 102, 105

2. Ms. Thorne wrote the pattern below. Which of

these could be the rule for her pattern?

72, 79, 86, 93, 100

A. subtract 3

B. add 7

C. subtract 13

D. add 17

3. Arionna wrote the number pattern below using

the rule “subtract 9.” What is the missing

number?

150, 141, 132, _________ , 114, 105, 96

4. Arjahnae wrote the number pattern shown

below. What is the rule for her pattern?

220, 230, 240, 250, 260

A. add 11

B. add 10

C. add 100

D. add 110


17, 22, 27, 32, ______________


33, 136, 239, 342, 445, ?

A. 545

B. 548

C. 448

D. 345

7. Look at the pattern below. What number is

missing?

525, 500, 475, _________, 425, 400, 375


111, 115, 119, 123, _______

9. What is the rule for the following pattern?

115, 130, 145, 160, 175

________________________________

10. For the following rule, create a number pattern

with 4 numbers.

RULE: “Subtract 20”

________ , ________ , ________ , ________

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