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Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

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.

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 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.

Students calculate fraction division problems and show their working.

Students work out the missing dimension on a rectangle and show how they obtained it using proportional reasoning.

Students add and subtract fractions to work out fractions of food.

Students perform decimal multiplication and division involving the cost of material, without the use of a calculator.

Students demonstrate their understanding of standard form numbers by ordering given numbers from smallest to largest and by identifying the larger of two numbers.

Students use substitution to calculate the cost and length of time taken to repair washing machines, and formulate and solve a related linear equation.

Students compare the area of two different triangles.

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

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

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

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

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 predict the outcome of throwing five dice and confirm their predictions by conducting an experiment and calculating probabilities. After discussing how to get better estimates, they pool their results with others to get a more accurate estimate of how good their predictions were.

Students throw two dice, add the numbers together, construct a tally chart of results, and compare theoretical with observed outcome.

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.

Students use survey data about sports results to estimate the probability of the next person's answer.

Students show the number of people in a survey as a fraction and indicate their understanding of sampling.

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.