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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 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 interpret a table that describes the relationship between turkey size and cooking time, and show how they would extrapolate from it. Students also give a general rule for the relationship in words and as an equation.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

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

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