Refine Current Search

Students use rules to work out the number of shapes or matches in spatial patterns, and complete an algebraic rule from a word rule.

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

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

Students select the correct equation to describe a series of graphs.

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

Students draw in the next two shapes in a spatial pattern, complete a table and rules about the pattern, then calculate the number of triangles in the 8th shape.

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.

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

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

Students interpret a line graph of a practical situation.

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 construct a graph for each linear equation given.

Students use a flowchart to find solutions and generate rules from them.

Students identify the slope and intercepts of a linear equation, then plot a different function.

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

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 continue two number patterns of diamonds in a sequential pattern, state the general rule for the number sequences and use the rule to find the pattern number with a given number of diamonds.

Students complete equations that give the rule for the general term for a number of spatial patterns.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

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

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