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The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

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.

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

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

Students describe a functional rule for two spatial patterns.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

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.

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

Students identify and continue the number pattern for a stack of cans and complete a graph to demonstrate the relationship between two sets of numbers.

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

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.

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 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.

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.

Students describe a functional rule for two spatial patterns.

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

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

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

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.

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

Students draw the next shapes in spatial sequential patterns.