Patterns and relationships resources

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

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

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

Students complete the missing parts of spatial patterns.

Students continue three repeating patterns.

Students identify the missing part of equations shown as number machines.

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 write the next two numbers in each of several number patterns.

Students use rules to find numbers and use given numbers to work out rules shown on number machines.

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 complete a table and write a rule about the number of leaves on a growing plant.

Students use given numbers to work out rules.

Students identify and graph ordered pairs for the relationship ‘is a multiple of’.

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 fill in the missing sequential numbers on a magic plant and write a rule for the pattern.

Students complete number relationships using 'is two more than' and 'is two less than'.

Students find missing numbers to complete addition, subtraction and multiplication number 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.

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 interpret a line graph showing the amount of money in a savings account over time. No calculation is required.