Refine Current Search

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 continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

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

Students complete number patterns and express the rules in words.

Students complete a table showing the number of rungs for different sized ladders. They complete a sentence stating the rule to calculate the number of rungs given the length, and use the rule to identify if a ladder, at a lean, will reach a given height and show their working.

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 complete a spatial pattern, record the sequence in a table, and complete a statement about the 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.

Students draw in the next two shapes in a spatial pattern, complete a table and rules about the pattern, then calculate the number of triangles in the 8th shape.

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

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 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 patterns, identifying and creating rules.

Students use given rules to complete a series of number patterns.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

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 complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern

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

Students identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.

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.

For this NEMP task students complete a table for a linear equation about fuel consumption.

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.