Patterns and relationships resources

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 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.

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 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 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 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.

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 interpret distance-time graphs for a number of scenarios.

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.

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

Students complete a table showing times to boil different quantities of water. They identify the rule that relates the amount of water to boiling time and use it to answer questions.

For this NEMP task students solve practical problems using linear number patterns and use a relationship graph to identify trees by height and width.

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

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 sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

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 identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.

Students complete a table to solve a number pattern increasing by a factor of five.