Patterns and relationships resources

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 complete equations that give the rule for the general term for a number of spatial patterns.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

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

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

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

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern

Students complete four patterns of musical notes.

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

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 draw a line graph from information about room tidiness over the course of a day.

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.

Students interpret a line graph showing the running speed of different animals.

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 interpret a line graph to answer 4 multiple choice questions about a car along a racing track.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

Students interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

Students continue sequential spatial patterns of triangles and circles.

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.