Maths resources

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students identify parts of an algebraic equation and use the equation to calculate dog's weights for a given total.

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

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

For this NEMP task students complete a table for a linear equation about fuel consumption.

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 calculate the number of 2cm blocks fit into a given 3-dimensional block model, and answer questions about one face, and volume of the block model.

Using grids, students enlarge shapes by different scale factors.

Students calculate length and area of colours on the Danish flag.

Students show how to break given amounts into a number of equal sized groups and find the amount each person gets.

Students use a linear equation to solve a mathematical problem involving the length and width of a framed picture.

Students show temperature movements on a number line including negative numbers, and write the movement as an equation.

Students use doubling and halving to solve a number of multiplication problems.

Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.