Functional rules resources

Students describe a functional rule for two spatial patterns.

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

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

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

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

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

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Students complete a table showing times to boil different quantities of water. They identify the rule that relates the amount of water to boiling time and use it to answer questions.

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

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.

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

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.

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 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.

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

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

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