Using language, symbols, and texts resources

Students decide whether a graph is suitable to display category data and explain their answer.

Students find the sum of a number of given decimal weights of objects or the post.

Students estimate a division problem, share their methods, discuss the nice numbers and factors method, and then do more problems using nice numbers and factors.

Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

Students estimate an addition problem, share their methods, discuss the rounding method, and then do more problems using rounding.

Students identify qualities of structure, voice, body language, and rapport for a speech.

The language of debating is assessed as students provide explanations of emotional argument, limited example, empathy, empty argument, rebuttal, refutation, and irrelevant conclusion.

For this NEMP task students look at an humorous image of Santa and complete a thought bubble.

This punctuation resource is on the use of brackets. Students explain when brackets are used, then insert them into four sentences.

Students identify grid references on a movie theatre seating plan.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students calculate the cost of hiring a search and rescue helicopter and compare this cost with another helicopter company's charges.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Students write down an explanation of how the front-end estimation strategy works in addition problems to give information on their understanding of the strategy.

Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

Students perform decimal multiplication and division involving the cost of material, without the use of a calculator.

Students use number properties to solve problems without calculating.

Students are required to re-arrange various algebraic equations.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students discuss making an initial estimate in addition problems using the front-end method followed by compensation to get a more accurate estimate. They then use this method on two addition problems.

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