Quadratic equation resources

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

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 identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

In this task students continue a triangular shape pattern with sticks to explore the rule used in the pattern. Students then use their understanding of the pattern rule to continue the pattern without the sticks.

In this practical task, students construct pyramid patterns using triangles. They then predict how many triangles would be needed for the next size pyramid and explain their 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 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 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 use sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

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

Students identify and continue the number pattern for a stack of cans and complete a graph to demonstrate the relationship between two sets of numbers.