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Students interpret a line graph showing how high a skyrocket travelled over time.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Students use place value rods in this practical task to build up square patterns. Students then predict the number needed for the next pattern and explain their 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 complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

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

In this task students continue a triangular shape pattern with sticks to explore the rule used in the pattern. Students then use their understanding of the pattern rule to continue the pattern without the sticks.

Student fills in spaces and draw diagrams to identify the next two triangular numbers. They also state the rule for the pattern.

Students complete mapping diagrams showing relationships, then list the ordered pairs.

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

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 interpret graphs showing the different ways that four people run a race.

For this NEMP task students complete a series of number patterns.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students complete a table to solve a number pattern increasing by a factor of five.

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

For this NEMP task students complete a table for a linear equation about fuel consumption.

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

Students identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.

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

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

Students continue a spatial pattern of hexagons, then describe its rule.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.