Patterns and relationships resources

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

Students describe a functional rule for two spatial patterns.

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

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 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 a table showing the number of rungs for different sized ladders. They complete a sentence stating the rule to calculate the number of rungs given the length, and use the rule to identify if a ladder, at a lean, will reach a given height and show their working.

Students write the next two numbers in each of several number patterns.

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

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 identify and graph ordered pairs for the relationship ‘is a multiple of’.

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

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

Students interpret distance-time graphs for a number of scenarios.

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 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.

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

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 complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.