Patterns and relationships resources

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern

Students complete four patterns of musical notes.

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

For this NEMP task students solve practical problems using linear number patterns and use a relationship graph to identify trees by height and width.

Students complete a table showing times to boil different quantities of water. They identify the rule that relates the amount of water to boiling time and use it to answer questions.

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

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 interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

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.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

Students complete sequential patterns of letters or numbers.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

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 identify the incorrect numbers in given sequential number patterns.

Students complete sequential number patterns.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

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

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

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

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