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Invite ideas about possible directions for generalisation, perhaps starting with the easier results like allowing 'plus one more' to become plus two, plus three, and so on.
Clarify what 'result' has actually been discovered for each generalisation and spend plenty of time letting students sense the 'mathematical need' to account for each 'result'. These are good questions to be 'left in the air', allowing students to turn these over in their minds over time.More able students will produce more extended generalisations and have a motivation to account for what is observed, challenging one another to communicate clear explanations or visualisations of the fundamental processes.
Able students will sense the potential power of a spreadsheet and should be encouraged to work collaboratively to become proficient and confident in its use.