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Students use number properties to solve problems without calculating.

Students complete linear equations for given word problems involving multiplication.

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

Students interpret a graph of a child's feelings for different times and activities during a day.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

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 interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

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 give grid references, and drag and drop grid references onto a grid.

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

Students explain why a range of students' answers to a maths problem are incorrect.

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

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.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.

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 the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.

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

Students identify points on a circular grid using references that give distance and direction (expressed in clock bearings).

Students identify positions on a grid using grid references.

Students identify towns and cities on a map using compass points.