Functional rules resources

Students use rules to work out the number of shapes or matches in spatial patterns, and complete an algebraic rule from a word rule.

Students complete a spatial sequential pattern, record the pattern in a table, and complete a statement about the pattern's rule.

Students draw in the next two shapes in a spatial pattern, complete a table and rules about the pattern, then calculate the number of triangles in the 8th shape.

Students complete a table to show the amount of money paid for work, and finish a rule to describe the relationship.

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

Students identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.

Students use coloured beads to explore and continue a spatial pattern. They then describe the pattern.

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

Students continue a spatial pattern of hexagons, then describe its rule.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.

Students describe a functional rule for two spatial patterns.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students identify the missing part of equations shown as number machines.

Students use rules to find numbers and use given numbers to work out rules shown on number machines.

Students use matchsticks to continue a triangular spatial pattern and write a rule to describe the number needed for each pattern. They then complete a table and a rule to show the relationship between the number of triangles and the number of matchsticks.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

Students use given numbers to work out rules.

Students draw the next two triangles in a spatial pattern, calculate the areas of a range of triangles, work out the height of a triangle given its area, and write a rule for the pattern.

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

Students complete a table to describe a spatial pattern, and write an equation to express the rule.

Students continue two number patterns of diamonds in a sequential pattern, state the general rule for the number sequences and use the rule to find the pattern number with a given number of diamonds.

Students complete equations that give the rule for the general term for a number of spatial patterns.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern