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Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

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 continue a triangular pattern of dots on a fish and write a rule to describe 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 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 describe a functional rule for two spatial patterns.

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

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.

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

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.