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Students use a protractor to construct a pie chart to record the frequency of favourite TV programmes from the data provided in a table.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students use tens frames to show how to add and take away numbers to 20.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

Students calculate the number of packets of biscuits that need to be sold, and how many house visits are needed to attain a given profit.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students identify the incorrect numbers in given sequential number patterns.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

Students interpret a tally chart of the number of hours of people read in a week

Students describe algebraic expressions in words.

For this NEMP task students show the changes to a trip meter on a speedo after specified distances are travelled.

Students match 3-dimensional shapes shown from different angles.

Students identify what a sheet of paper will look like when it is folded and has shapes cut from it.

Students identify what a shape plus its image will look like when reflected in a given mirror line.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

Students identify which shapes are identical to a given shape that have been rotated.

Students identify which nets can be folded to make an open box shape.

For this NEMP task students match 3D objects and their nets.

Students draw top and side views of five different 3-dimensional objects.

Students count the number of faces on various 3-dimensional shapes.

Students draw the bird's-eye view of each of three buildings that are pictured.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students identify the number of faces for different 3-dimensional cube models.