Using symbols and expressions to think mathematically resources

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

Students show how to solve a series of algebraic expressions by substituting given numbers.

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

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 display their knowledge of algorithms by filling in missing digits for some computations.

Students complete addition arrays by selecting from given numbers.

Students select the correct symbol (greater then, equal to, less than) to complete statements about the ages of some children.

Students decide whether pairs of number expressions are equal to, less than, or greater than each other.

Students complete addition arrays by selecting from given numbers.

Students explore the additive identity by completing open number sentences.

Students use a number line to identify the best answer for addition and multiplication of numbers with fractions.

Students exploit additive identity property to find missing numbers in addition and subtraction equations.

Students complete 3 multiplication arrays by selecting from given numbers.

Students complete addition and subtraction equations that explore part-whole relationships.

For this NEMP task students represent the number six in ten different ways using the four arithmetic operations.

Students select from a range of given numbers to complete a 4 x 4 'number square' with given row and column totals.

Students solve a number of mathematical problems involving money and distance, and compare the results to identify the cheapest taxi company.

Students identify square numbers and write the equation showing the factors for each.

Students calculate the weight of parts of a fish from given proportions.

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

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

Students select the correct simplifications for algebraic expressions.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

Students interpret and graph linear equations of monthly charges for Internet access.

Students select the correct factorisation of algebraic expressions.