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Students explain subtraction estimation methods used to solve a word problem.

Students find and write the numbers to complete simple equations that add to 10.

Students use given information to solve a problem using a Venn diagram.

Students identify the coins that make up specified amounts of money.

Students identify the least number of coins needed to make up specified amounts of money.

For this NEMP task students work out how many cows will be in a cattle yard from a story written in comic form.

For this NEMP task students performs a series of increasingly difficult addition problems presented in vertical algorithms.

Students use Cuisenaire rods or Animal strips to make up addition number sentences and record them.

Students write down an explanation of how the front-end estimation strategy works in addition problems to give information on their understanding of the strategy.

Students complete linear equations by selecting from a range of numbers.

For this NEMP task students show the changes to a trip meter on a speedo after specified distances are travelled.

Students select from a range of given numbers to complete a 4 x 4 'number square' with given row and column totals.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Using given information about a shop's takings students round the amounts to give estimated totals for four weeks takings.

Students complete number patterns, identifying and creating rules.

Students select from a range of given numbers to complete a 4 x 4 'addition number square' with given row and column totals.

Students write algebraic expressions which make equations true.

Students select the correct algebraic expression describing practical situations.

Students draw in the correct number of blocks needed to balance some scales and write equations for scales that show balance.

Students find missing numbers to complete addition and subtraction number patterns.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.

Students write the next two numbers in each of several number patterns.

Students complete a table showing the number of counters used to make a series of L-shapes. They identify the number of counters needed for different situations, and describe the relationship as a rule.

Students complete two number patterns and write down a rule for each.

Students factorise a series of algebraic expressions.