Patterns and relationships resources

Students identify the incorrect numbers in given sequential number patterns.

Students describe a functional rule for two spatial patterns.

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 complete sequential patterns of letters or numbers.

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

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

Students find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

Students interpret a graph of a child's feelings for different times and activities during a day.

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

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

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

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

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

Students interpret a graph of a bike trip to answer questions about time and distance.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students complete a table showing the number of counters used to make a series of L-shapes. They identify the number of counters needed for different situations, and describe the relationship as a rule.

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.

Students complete number pairs, and write the equations for three 'number machines'.

Students complete and interpret a graph to answer questions about time, distance and speed.