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Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students complete a bar graph from details about paua diving and answer questions interpreting the data, including finding an average.

Students identify further information that is required to calculate averages.

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

Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students complete the total and mean columns in a table of sunshine hours. They then construct a bar graph and make a statement comparing some of the data.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Students complete three pie charts involving spending, using data in the form of proportions and amounts spent on certain activities.

Students interpret a graph of a bike trip to answer questions about time and distance.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Students listen to a folktale then recall information from it by answering multiple-choice questions.

Students solve linear equations based on pizza orders and cooking times.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.

Students interpret a bar graph of account balances and respond to questions about the data.

Students describe the shape of two distinctive dot plots showing different data.

Students predict how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students read the description of a number of surveys and explain why the sample is biased.

Students conduct a practical, statistical investigation. They decide on a Topic and question, conduct the survey, complete the tally chart, construct a bar graph of the major ideas and make statements about the results.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.