Patterns and relationships resources

Students select the correct equation to describe a series of graphs.

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 complete mapping diagrams showing relationships, then list the ordered pairs.

Students complete number pairs, and write the equations for three 'number machines'.

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 complete rules for number patterns generated using a calculator.

Students complete two number patterns and write down a rule for each.

Students use given numbers to work out rules for number machines.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Students interpret graphs showing the different ways that four people run a race.

Students interpret a graph of the Hare's Progress to answer questions about rate, rest, and reading sections of the graph. They also identify the constant motion of the tortoise and explain the result of the race.

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.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students complete a table to solve a number pattern increasing by a factor of five.

Students identify the rule for continuing number patterns then develop their own pattern and write it as a rule.

For this NEMP task students complete a table for a linear equation about fuel consumption.

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 coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

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 identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.