Refine Current Search

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

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

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

Students use matchsticks to continue a triangular spatial pattern and write a rule to describe the number needed for each pattern. They then complete a table and a rule to show the relationship between the number of triangles and the number of matchsticks.

Students describe a functional rule for two spatial patterns.

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

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

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

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