Spatial patterns resources

Students describe a functional rule for two spatial patterns.

Students draw in the next shape in a series of spatial patterns.

Students complete two spatial patterns and give the rule for each.

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

Students complete the missing parts of spatial patterns.

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 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 matchsticks to continue a triangular spatial pattern and write a rule to describe the number needed for each pattern. They then complete a table and a rule to show the relationship between the number of triangles and the number of matchsticks.

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 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 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 copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

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

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

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 continue sequential spatial patterns of triangles and circles.

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.