Refine Current Search

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

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.

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 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 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 draw the next shapes in spatial sequential patterns.

Students write the next two numbers in each of several number patterns.

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

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

Students find missing numbers to complete addition and subtraction number patterns.

Students complete sequential number patterns.

Students complete sequential patterns of letters or numbers.

Students identify the incorrect numbers in given sequential number patterns.

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

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.

Students complete number patterns, identifying and creating rules.

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

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.

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

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.

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.

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