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Students identify and continue the number pattern for a stack of cans and complete a graph to demonstrate the relationship between two sets of numbers.

Students complete number relationships using 'is two more than' and 'is two less than'.

Students explore multiples of 2, 10, and 20 using repeated addition on a given starting number.

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

Students complete a table showing times to boil different quantities of water. They identify the rule that relates the amount of water to boiling time and use it to answer questions.

Students complete a table and a rule for a linear equation for a foreign currency exchange. The values are then plotted and interpreted.

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.

Students use coloured beads to explore and continue a spatial pattern. They then describe the pattern.

Students complete two spatial patterns and give the rule for each.

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 matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

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

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.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

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.

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

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

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

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 a spatial sequential pattern, record the pattern in a table, and complete a statement about the pattern's rule.

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.