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Students calculate the charges for lawn mowing expressed as rate plus set-up cost.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students compare a data table and a line graph and identify features that are missing or incorrect in the graph.

Students interpret a scatterplot and identify statements about both details and overall information.

Students show understanding of probability by selecting a fraction to represent the colours of choosing an article of clothing from a drawer.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students calculate an average and a percentage from raw data and comment on these findings.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students compare the overall distribution of two graphs and describe their reasons.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

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

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

Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

Students estimate an addition problem, share their methods, discuss the front-end method and then do more problems using front-end.

Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.