Patterns and relationships resources

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.

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 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'.

Students complete and interpret a graph to answer questions about time, distance and speed.

Students draw the next shapes in spatial sequential patterns.

Students create three different sequential patterns using 12 squares or triangles.

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 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 answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students interpret a graph of a bike trip to answer questions about time and distance.

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