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

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

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

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

Students work out the number of cans in a stack of a given height, and complete a sentence that states the rule.

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

Task: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students describe a functional rule for two spatial patterns.

Students interpret a table about the amount of money raised for a run-a-thon, and graph the points represented.

Students use sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

In this practical task, students construct pyramid patterns using triangles. They then predict how many triangles would be needed for the next size pyramid and explain their rule.

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

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 explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

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 describe a functional rule for two spatial patterns.

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

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.