Describing patterns and sequences

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Pattern power

Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
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Digital roots

In this article for teachers, Bernard Bagnall describes how to find digital roots and suggests that they can be worth exploring when confronted by a sequence of numbers.
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Train spotters' paradise

Dave Hewitt suggests that there might be more to mathematics than looking at numerical results, finding patterns and generalising.
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Pattern sniffing

This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.
problem
Getting round the city

Age

11 to 16

In a city with a grid system of roads, how do you get from A to B?
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Counter ideas

Age

7 to 11

Challenge level

Here are some ideas to try in the classroom for using counters to investigate number patterns.
problem
Taking steps

Age

7 to 11

Challenge level

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
problem
Changing places

Age

14 to 16

Challenge level

Place a red counter in the top left corner of a 4x4 array, which is covered by 14 other smaller counters, leaving a gap in the bottom right hand corner (HOME). What is the smallest number of moves it will take to move the red counter to HOME?
problem
Triangular hexagons

Age

7 to 11

Challenge level

Investigate these hexagons drawn from different sized equilateral triangles.
problem
Mobile numbers

Age

5 to 11

Challenge level

In this investigation, you are challenged to make mobile phone numbers which are easy to remember. What happens if you make a sequence adding 2 each time?