Spatial patterns 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 use place value rods in this practical task to build up square patterns. Students then predict the number needed for the next pattern and explain their rule.

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

Students complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

Students work out the number of cans in a stack of a given height, and complete a sentence that states the rule.

Students describe a functional rule for two spatial patterns.

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.

Students create three different sequential patterns using 12 squares or triangles.

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.

Student fills in spaces and draw diagrams to identify the next two triangular numbers. They also state the rule for the pattern.

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 identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

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

This practical task requires students to use straws to build up a linear pattern. Students then predict the number of straws needed for successive patterns and explain their rule.

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

Students complete a table to describe a spatial sequential pattern.

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 apply a rule to continue spatial patterns.

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.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.