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Students round given decimal numbers to the nearest tenths, hundredths, and thousandths and identify possible original numbers from rounded numbers.

Students answer questions about place value.

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

Students identify percentages and fractions from information in a pie chart.

Students label given fractions of cake, and identify the remaining fraction.

Students order a range of fractions on a number line.

Students show where different fractions are positioned on a number line.

Students show fractions on a number line and on the side of a milk bottle.

Students record a letter on a number line for each one, two and three-place decimal number.

Students show that given a fractional part they can show the whole shape or another fractional part.

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

Students write amounts shown on a grid as percentages or decimal fractions.

Students round six different decimal numbers of swimming times to a given number of decimal places.

Students find the prime numbers that add or multiply to given sums or products.

Students order decimal numbers which are scores from a gymnastics competition.

Students create three-place decimal numbers from the four digits given to show the scores at a music competition.

Students convert percentages to decimal numbers.

Students write decimal fractions as percentages.

Students interpret scores from a gymnastics competition, written to two decimal places, finding the lowest and highest scores and ordering sets of four numbers.

For this NEMP task students perform a range of tasks using fractions. These include ordering, subtracting, finding an equivalent and recording as a decimal and percentage.

Students express fractions, related distances covered, as percentages.

Using given times for sprinting and given weights of fish, students order the decimal numbers to give the fastest three times and the three heaviest fish.

Students convert decimal millions to whole numbers and whole numbers to decimal millions.

Students identify multiples of 4 and of 6, and explain their reasoning.

Students identify negative and positive numbers on a number line and suggest real life experiences that would involve negative numbers.