Functional rules resources

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

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 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.

A sequential pattern showing the costs of hiring a bike is described in a table. Students continue the pattern and describe the rule in words.

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

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.