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Students use number properties to solve problems without calculating.

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

Students are required to re-arrange various algebraic equations.

Students complete 3 x 3 addition arrays by using whole numbers and algebraic expressions.

Students complete linear equations for given word problems involving multiplication.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

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 respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

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.

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

Students find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

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.