Sequences appear in two to four questions of every GL Assessment 11+ maths paper, sitting within the Algebra strand of the Year 5 and Year 6 curriculum. Unlike the "what comes next?" number series in the Verbal Reasoning paper, maths sequences go further: they ask children to find a missing term, describe the rule, work out the nth term, or solve a pattern hidden inside a word problem.
This means a child needs two things: the eye to spot a pattern quickly, and the arithmetic to apply it accurately. GL mixes friendly counting patterns (add 7 each time) with trickier ones such as square numbers, doubling, and sequences that weave two patterns together.
For a parent, the reassuring part is that sequences reward method over memory. A child who learns to write down the differences, check three gaps before deciding the rule, and recognise square, cube and triangular numbers on sight will handle most questions calmly. The skills are learnable and the formats repeat, so steady practice builds real confidence here.
All questions are five-option multiple choice (A to E). Based on our analysis of GL papers and tutor resources, the maths paper tests these sequence skills in roughly this order of frequency (weightings are research estimates, not published by GL):
Difficulty ranges from simple constant-step sequences (D1) through nth term work and square numbers (D2) up to interleaved patterns, compound rules and sequences crossing into negatives (D3). The nth term and "generate the sequence" formats are directly supported by the Year 6 algebra curriculum, so they are fair game.
Sequences and algebra both hunt for hidden numbers, but in different ways. A sequence gives a run of numbers and asks you to spot the rule and continue it. A function machine and an equation instead hide one unknown value, which you find by reversing the operations. One extends a pattern; the other pins down a single number.
| Question type | What it tests | What it looks like | The classic mix-up |
|---|---|---|---|
| SequencesThis page | Spotting the rule that links a run of numbers, then continuing it or finding a later term. | A list of numbers with a gap or an arrow at the end. For example, "What comes next? 2, 6, 12, 20, ___" | Trying to "solve for a letter" as in an equation, instead of finding the term-to-term rule. |
| Function Machines | Following a chain of operations forwards, or reversing them to find a missing input. | Boxes joined by arrows showing operations like "x 3" then "+ 2". For example, "Input 5, multiply by 3, add 2, output ___" | Working the steps forwards when the output is given, not realising a missing input means reversing them. |
| Algebra | Finding an unknown value in an equation, by substitution or by reversing the operations around it. | A calculation containing a letter to find, or a "think of a number" story. For example, "If 4n - 3 = 25, what is n?" | Hunting for a term-to-term pattern as in a sequence, instead of isolating the unknown letter. |
If you are given a run of numbers and asked what comes next, it is a sequence; if a single unknown is hidden inside a calculation or a letter, it is algebra.
Five questions drawn from PrepStep’s sequences bank, spanning Foundation to Challenging. Tap “Show worked explanation” to see the full method after you’ve had a go. The correct answer is highlighted on each question so you can check immediately.
A baker makes 3 cakes on Monday, 6 on Tuesday, 9 on Wednesday, 12 on Thursday, and 15 on Friday. If the pattern continues, how many cakes will he make on Saturday?
The baker makes 3 more cakes each day. 15 + 3 = 18 cakes on Saturday. ✓
Tom notices the pattern: 1, 4, 9, 16, 25, ?. What is the next number?
These are square numbers: 1², 2², 3², 4², 5², 6². So 6² = 36. ✓
A bouncy ball is dropped from 100 cm. Each bounce reaches half the height of the last: 100 cm, 50 cm, 25 cm, 12.5 cm. How high will the next bounce reach?
Each bounce is half the height of the one before. 12.5 ÷ 2 = 6.25 cm. ✓
Lucy finds the pattern: 2, 5, 11, 23, 47, ?. What comes next?
The rule is: double the previous number and add 1. So 47 × 2 = 94, then 94 + 1 = 95. ✓
On a maths challenge card, Priya sees this pattern: 1, 3, 7, 15, 31. What number comes next?
The rule is: double the previous number and add 1. So 31 × 2 = 62, then 62 + 1 = 63. ✓
Common mistake 1 of 4
Writing the step instead of the next number.
Tip: A child finds the rule is "add 7" and answers 7 rather than the next term. Always apply the rule to the last number, then double-check the answer is a term in the sequence, not the gap.
Common mistake 2 of 4
Checking only the first gap.
Tip: In 7, 9, 12, 16, 21 the first jump is +2 but the rule is +2, +3, +4, +5. Always check at least three differences before deciding the rule.
Common mistake 3 of 4
nth term order-of-operations errors.
Tip: For 3n + 1 at the 6th term, children write 3 + 6 + 1 or 3(6 + 1) instead of 3 x 6 + 1 = 19. Multiply first, then add or subtract (BODMAS).
Common mistake 4 of 4
Panicking at "chaotic" sequences.
Tip: When differences jump around wildly, two patterns are usually woven together. Separate the odd and even positions and check each one on its own.
Every PrepStep 11+ question is original, written to mirror the style and difficulty of the GL Assessment 11+ and grounded in a library of real past-paper patterns, with a worked explanation for each one. PrepStep is built by Ben Jackson, its founder and a parent who has taken one child through the 11+ with another preparing now. Last reviewed: August 2026.
GL maths sequences ask children to continue a sequence, find a missing term, describe the rule, work out the nth term, or solve a pattern in a word problem. There are usually two to four sequence questions per 50-question paper, ranging from easy to hard.
An nth term question gives a formula such as 3n + 2 and asks for a specific term, for example the 8th. You substitute the position number for n (3 x 8 + 2 = 26). The most common error is adding before multiplying, so BODMAS matters.
VR number series simply ask "what comes next?" in a bare list of numbers. The maths paper goes further, testing missing terms, rules in words, nth term formulas and patterns inside word problems, and it expects more algebraic thinking.
Square numbers to 144 (1, 4, 9, 16, 25 and so on), cube numbers to 216, the primes to 50, triangular numbers (1, 3, 6, 10, 15) and the powers of 2. Instant recognition of these saves valuable time in the exam.
Sequences like 20, 14, 8, 2 carry on into negatives (the next term is -4, not 4). Children who have not practised crossing zero either drop the minus sign or change direction. Practising negative numbers alongside sequences fixes this.
In a sequence, GL gives you several numbers in a row and you work out the rule that links them, then continue it, for example finding what follows 4, 7, 10, 13. In algebra, including function machines, one value is unknown and you reverse the steps to find it, for example solving 3n plus 4 equals 19. Sequences extend a pattern; algebra pins down one hidden number.
Explore the other GL Assessment maths topics, each with free sample questions and worked explanations.
PrepStep has 185 sequences questions in GL Assessment format: five options, instant feedback, and step-by-step explanations. Free to start.
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