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Students identify decimal numbers on a number line.

Students use the given the radius to draw each circle on a bulls-eye target.

Students draw in three 3-dimensional shapes on a grid from the view shown.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday objects.

Students cut out pictures and use them to show all the different possible combinations of two sets of objects.

Students work out the cost and the weights of buying several bags of flour.

Students complete addition arrays by selecting from given numbers.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students draw lines of symmetry on road sign pictures.

Students explore the additive identity by completing open number sentences.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students describe a functional rule for two spatial patterns.

Students show, interpret, and do calculations on times in both analogue and digital forms.

Students use addition and subtraction to work out costs related to the purchase of grocery items.

Students select the correct fraction of vegetables to click and drag into a soup pot.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Students choose terms 'impossible', 'even', 'poor', 'good', and 'certain' to describe the chances of landing on selected squares in a board game.

Students complete the missing parts of spatial patterns.

Students identify the missing part of equations shown as number machines.

Students are required to write down some relevant questions about the Moon's surface that they would ask an astronaut who has just returned to the Earth from the Moon.

Students cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

In this practical task students make four different 3-dimensional objects.