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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 interpret and answer questions about a dot plot showing how easy or hard some school work was.

Students interpret and answer questions about a line graph about a hungry tiger.

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

Students complete number patterns and express the rules in words.

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

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.

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 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 complete rules for number patterns generated using a calculator.

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

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

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 interpret a line graph of a practical situation.

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

Students use coloured beads to explore and continue a spatial pattern. They then describe the pattern.

Students apply a rule to continue spatial patterns.

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.

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

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

Students identify and graph ordered pairs for the relationship ‘is a multiple of’.

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.

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.