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Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

Students study a table of test results percentages for a range of subjects. Students answer questions involving mean, median, mode and range.

Students convert numbers from ordinary form to standard form.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Students are given an outline of an investigation on metal corrosion and a graph of some results. Students' ability to interpret the graph and knowledge of fair testing is assessed via short answer questions.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

Students choose the best type of graph for a selection of sets of data.

Students decide on the best sample of students for a given survey and answer a multiple choice question. They also answer a question on sample size for best accuracy.

Students work out how many cups of juice can be made or how many runs can be scored from given rates.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Students answer questions about distance, speed and time, and identify an expression that describes the distance (kilometres) from the starting point in terms of time (minutes).

Students use ratios and proportional reasoning to compute various amounts.

Students construct and label a histogram of tulip heights from data in a table. They also answer questions about range, mode, median and mean.

Students redraw, and re-order, the numbers in a back-to-back stem-and-leaf graph and then answer questions about the new graph.

Students study a box-and-whisker graph of Social Studies marks for 4 classes. They answer questions interpreting the data, and comparing, range and best performance.

Students construct a composite dot plot of shots at a basketball hoop by two classes. They identify the mode and range, and make statements about the results.

Students show their interpretation of a box-and-whisker graph by answering questions about the data.

Students firstly find the mean and median length of pencils. Secondly students find the median, and lower and upper quartile for the number of cars that passed through the school gate.

Students study a box-and-whisker graph and answer questions on median, quartile and outliers.

Students construct a box-and-whisker graph from data in a table about the results of two classes' geography tests.

Students study a box-and-whisker graph of community fundraising, and answer questions interpreting the data.

Students calculate the weight of parts of a fish from given proportions.

Students view a television advertisement, and answer questions about advertising techniques and the effect on the audience.

Students work out the costs and the best value for money of a range of tomato sauce bottles.