Using language, symbols, and texts resources

Students write number sentences for story problems, and create story problems from number sentences.

Students are required to re-arrange various algebraic equations.

Students use a flowchart to find solutions and generate rules from them.

Students interpret a graph of a child's feelings for different times and activities during a day.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

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

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

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

Students interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

Students interpret information from a flowchart to calculate the total costs of different sized groups staying in a motel for varying lengths. They also complete a linear algebraic equation to show the costs of one group's stay.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

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 give grid references, and drag and drop grid references onto a grid.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students work out fractional values of whole numbers in a range of contexts and show their working.

Students show how to divide given amounts into the number of groups of a given size.

Students show how they perform an addition and a subtraction problem, and write their own subtraction story problem.

Students explain why a range of students' answers to a maths problem are incorrect.

This task requires students to estimate some addition problems using any appropriate method.

This task requires students to estimate some addition problems using any appropriate method.

Students to show how they estimate in some addition problems.

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 a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.