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

Students complete number relationships using 'is two more than' and 'is two less than'.

Students identify what transformations are used to continue a pattern.

Students cut and glue shapes to complete patterns involving translation, reflection and rotation.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students use rules to find numbers and use given numbers to work out rules shown on number machines.

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

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 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 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.

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

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