Spatial patterns resources

Students describe a functional rule for two spatial patterns.

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.

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 a table showing the number of counters used to make a series of L-shapes. They identify the number of counters needed for different situations, and describe the relationship as a rule.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

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

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

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.

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

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

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.

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.

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.

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 complete the missing parts of spatial patterns.

Students complete a table to describe a spatial sequential pattern.

Students apply a rule to continue spatial patterns.