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Students display their knowledge of algorithms by filling in missing digits for some computations.

Students to show how to calculate problems that involve rates and ratios.

For this practical task students are required to follow, by physically stepping them out, a set of compass directions.

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

Students are required to critique a survey and design another useful question to be included.

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

This comprehension task assesses student ability to identify important information to establish the main idea of a transactional text about blushing. SJ-4-1-2006. Text provided.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

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

Students use fractions to describe the probability of an arrow landing on different bands of a target.

Students construct and label a pie graph of favourite drinks from data in a table. They also interpret results involving proportions.

Students predict whether two dice games are fair and give their reasons. They then play each game (investigate) fifty times and explain their results.

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

Students interpret a back stem-and-leaf graph to answer questions about a measurement investigation.

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 draw a scatterplot of a table of data and describe the relationship between the two variables.

Students calculate the number of containers needed for given amounts of fruit for a recipe.

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 compare fractions, identify which is larger, and explain or show their reasoning.

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 cubes to construct part of a spatial pattern and answer questions on how to continue it.

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.