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Students complete addition arrays by selecting from given numbers.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students explore the additive identity by completing open number sentences.

Students describe a functional rule for two spatial patterns.

Students use addition and subtraction to work out costs related to the purchase of grocery items.

Students select the correct fraction of vegetables to click and drag into a soup pot.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Students complete the missing parts of spatial patterns.

Students identify the missing part of equations shown as number machines.

Students complete a number of equations on a division wheel.

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

Students calculate scores for teams at a school swimming sports.

Students select and then write the appropriate words for numbers in decimal form.

Students fold pieces of paper shaped as a rectangle, square, and circle to show fractions.

Students calculate the number of logs stacked by a group of children using information about the amount paid per log.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

Students calculate fractions of whole numbers using number of goals scored in a soccer season.

Students identify given fractions of sets.

Students identify windows that are covered by curtains for given fractions.

Students perform addition, subtraction and division calculations based on numbers of coloured jelly beans.

This practical task requires students to order numbers with 2 decimal places from smallest to largest using digit cards. New numbers with 2 decimal places are then created with the digit cards.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

Students perform calculations involving rates of pay, distances, and quantities.