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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.

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 given numbers to work out rules.

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

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 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 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.

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 identify the missing part of equations shown as number machines.

Students locate co-ordinates on a grid, then plot a further co-ordinate.

Students identify the co-ordinates of points required to make the shapes of letters of the alphabet (L, T, and K) on a grid.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

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

Students use number lines to show their understanding of commutativity.