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Students complete open number sentences to show their understanding of equality.

For this NEMP task students calculate the answers to a series of subtraction problems.

Students find and write the numbers to complete equations that add to 10 or 20.

Students use addition to calculate possible scores in a fairground game.

Students perform addition calculations based on information given in a table.

Students solve different forms of addition equations.

Students calculate the length of a builder's string line.

Students use number lines to show their understanding of commutativity.

Students use number lines to show their understanding of commutativity.

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 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.

Students add fractions with different denominators.

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.

Students estimate the sum of a number of fractions.

Students identify possible combinations of scores from a dart thrown at a target. They also find the lowest possible score and individual throws from a given total score.

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

Students are asked to work out the perimeter of different polygon shapes.

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.