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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.

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 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.

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

Students complete a table and write a rule about the number of leaves on a growing plant.

Students identify missing numbers and the rule for a growing number pattern.

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.

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

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.

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

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Students identify the rule for continuing number patterns then develop their own pattern and write it as a rule.

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

For this NEMP task students solve practical problems using linear number patterns and use a relationship graph to identify trees by height and width.

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.

For this NEMP task students complete a series of number patterns.

In this practical task, students arrange triangles and hexagons to create tessellating patterns.

Students cut and glue shapes to complete patterns involving rotation.

Students fill in the missing sequential numbers on a magic plant and write a rule for the pattern.

Students complete a sequential number pattern and describe its rule in words.

A sequential pattern showing the costs of hiring a bike is described in a table. Students continue the pattern and describe the rule in words.

Students use given numbers to work out rules for number machines.

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