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Students complete a stem-and-leaf graph for teachers' ages from data in a list.

Students construct a bar graph from the information about what sports Room 8 children would like to play next term.

Students interpret a bar graph showing the number of different types of shell collected on a beach.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students complete and total a tally chart of food left from Tiare's party.

Students construct and give a title for a bar graph of favourite food from data in a tally chart.

Students complete a pictograph for the number of marbles student have from data in a table. The pictograph has a key.

Task: sort cards into groups. Assessment focus: classification

Students classify a range of animals as mammals, birds, or fish.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

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

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 complete a bar graph from information in a tally chart about the ages of students and interpret the data by answering questions.

Students conduct a practical, statistical investigation. They decide on a question, categories, conduct the survey, tally and graph the results on a bar graph.

Students answer maths problems involving multiplication, and show their working.

Students solve problems involving finding simple fractions of quantities, and show their working.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Students use doubling and halving to solve multiplication problems.

Students show how they solve equal sharing problems.

Students use the commutative property to find missing numbers in equations and explain the property.

Students identify turns as left or right to describe a path taken on a simple street map.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

Students respond to and give directions about a simple path on a map involving right or left turns.

Students construct a time line by selecting the best analogue time for a range of common daily activities.

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.