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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.

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.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

Students work out fractional values of whole numbers in a range of contexts and show their working.

Students to show how they estimate in some addition problems.

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.

In this task students decide which people are estimating and which are not, and explain their reasoning.

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.

In this practical task, students are to estimate the cost of meals ordered from a menu. The teacher reads out the meals and students show the steps in their estimations.

This practical task involves students making best estimates of sets of items and clearly demonstrating their method(s) of estimation.

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

Students show how they would carry out estimation of multiplication tasks.

Students answer questions involving finding fractions in story problems about marbles and write their answer in its simplest form.

Students decide if a percentage statement is correct and explain their answer.

For this NEMP task students use a grid map of an island to locate positions and describe ways to move from one position to another.

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

Students identify grid references on a movie theatre seating plan.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.