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Students work out the number of cans in a stack of a given height, and complete a sentence that states the rule.

Student fills in spaces and draw diagrams to identify the next two triangular numbers. They also state the rule for the pattern.

Students complete mapping diagrams showing relationships, then list the ordered pairs.

Students complete two number patterns and write down a rule for each.

Students complete a table to describe a spatial sequential pattern.

Students identify the slope and intercepts of a linear equation, then plot a different function.

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

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

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

Students identify the missing part of equations shown as number machines.

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.

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

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.

Students complete a table to describe a spatial pattern, and write an equation to express the rule.

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

Students complete four patterns of musical notes.

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

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.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

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

Students create three different sequential patterns using 12 squares or triangles.

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

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

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.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.