Patterns and relationships resources

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

Students complete a table to describe a spatial sequential pattern.

Students interpret a line graph of a practical situation.

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

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.

Students draw the next shapes in spatial sequential patterns.

Students find missing numbers to complete addition and subtraction number patterns.

Students construct a graph for each linear equation given.

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 identify the repeating part of patterns.

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

Students use a flowchart to find solutions and generate rules from them.

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

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

Students identify the slope and intercepts of a linear equation, then plot a different function.

Students continue a spatial pattern of hexagons, then describe its rule.

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

Students use given rules to complete a series of number patterns.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students describe a functional rule for two spatial patterns.