Patterns and relationships resources

Students complete the missing parts of spatial patterns.

Students complete sequential patterns of letters or numbers.

Students continue three repeating patterns.

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

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 complete a table showing the number of rungs for different sized ladders. They complete a sentence stating the rule to calculate the number of rungs given the length, and use the rule to identify if a ladder, at a lean, will reach a given height and show their working.

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.

Students complete sequential number patterns.

Students identify the incorrect numbers in given sequential number patterns.

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 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.

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 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 interpret a table that describes the relationship between turkey size and cooking time, and show how they would extrapolate from it. Students also give a general rule for the relationship in words and as an equation.

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