Patterns and relationships resources

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

Students interpret a graph of a child's feelings for different times and activities during a day.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

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 find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.

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

Students interpret distance-time graphs for a number of scenarios.

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 number sequences, and identify different rules for sequences that begin with the same numbers.

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

Students complete number patterns, identifying and creating rules.

Students complete sequential patterns of letters or numbers.

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 describe a functional rule for two spatial patterns.