Patterns and relationships resources

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.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

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

Students sketch a relationship graph from information about how hungry a person was over the course of a day.

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

Students complete number patterns, identifying and creating rules.

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

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

Students describe a functional rule for two spatial patterns.

Students identify missing numbers and the rule for a growing number pattern.

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 complete rules for number patterns generated using a calculator.

Students complete two number patterns and write down a rule for each.

Students use given numbers to work out rules for number machines.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

Students complete a table to describe a spatial sequential pattern.

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 complete number patterns, identifying and creating rules.