Using language, symbols, and texts resources

For this NEMP task students use a grid map of an island to locate positions and describe ways to move from one position to another.

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

Students identify the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.

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 calculate the repair charges for two different washing machine repair companies, and compare and explain their results.

Students solve mathematical problems involving distance, and identify parts of an algebraic expression.

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

Students calculate the repair charges of two different garages, graph them, and explain the results.

Students identify towns and cities on a map using compass points.

Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students identify distances and mark positions on a treasure map with a scale.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

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

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students decide if a graph is suitable to display category data and explain the reasons.

Students write arguments for and against school rules.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

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

Students read a short extract on diving and answer five comprehension questions.

Students identify and give rules for when numbers are divisible by three or by nine.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.