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Students drag and drop to sort 2-dimensional shapes into three categories based on the number of sides, curved sides, or corners the shape has.

This task requires students to describe the three transformations an animal picture has gone through, choosing from reflection, rotation, translation, and enlargement.

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.

Students calculate the area of a range of 2-dimensional shapes in unit squares.

Students answer four questions about flight times on a flight schedule.

Students carry out an investigation to determine the frequency and percentage of different numbers resulting from 100 dice throws. They construct a table to record the results.

Students predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.

Students construct a bar graph by categorising a range food items.

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

Students use a movie timetable advertisement to answer questions about the movies being shown to test their understanding of a.m. and p.m.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students read an analogue clock face and draw some times onto other clock faces.

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

This task requires students to interpret and answer questions from a time-series line graph.

Students interpret information presented in a table, and calculate averages.

Students interpret a bar graph which shows the number of cats taken to a veterinarian in one week.

Students interpret a dot plot showing the number of books read by a class of students.

Students interpret data presented in a frequency table to calculate percentages and make comparisons.

Students interpret information presented in a bar graph to answer questions.

Students interpret information presented in a bar graph to answer questions and calculate averages.

This task requires students to answer questions about a tally chart of the number of planes taking off from an airport.

Students design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

This practical task requires students to record data, which is read out to them, on a stem-and-leaf graph. The leaves are then ordered into a second graph and the graph interpreted.

In this practical task, students design a tally chart to record the number of different coloured ice-block sticks in an envelope. Students use the sticks as tally marks.

Students present data on birth dates in a stem-and-leaf graph. The data is then ordered into a second graph.