Patterns and relationships resources

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

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.

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 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.

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

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

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

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

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 interpret distance-time graphs for a number of scenarios.

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.

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