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 table and a rule for a linear equation for a foreign currency exchange. The values are then plotted and interpreted.

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

Students complete number patterns, identifying and creating rules.

Students describe a functional rule for two spatial patterns.

Students complete number pairs, and write the equations for three 'number machines'.

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 respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

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 use cubes to construct part of a spatial pattern and answer questions on how to continue it.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

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 complete a table showing pattern sizes and children's chest measurements. They answer two questions interpreting the pattern, and state the rule as a word equation.

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 find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

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

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.

Students complete a table showing the number of rungs for different sized ladders. They complete a sentence stating the rule to calculate the number of rungs given the length, and use the rule to identify if a ladder, at a lean, will reach a given height and show their working.

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