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Students show how they find the value of an unknown number in a range of linear equations.

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 show or explain how two different fraction numbers can represent the same fraction.

Students answer questions involving adding and subtracting fractions of food.

Students answer questions involving adding and subtracting fractions of cake.

In this practical task, students are to estimate the cost of meals ordered from a menu. The teacher reads out the meals and students show the steps in their estimations.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students explore the additive identity by completing open number sentences.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

Students explore the additive identity by completing open number sentences.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.

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

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

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Students describe a functional rule for two spatial patterns.

Students to show how to calculate problems that involve rates and ratios.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Students show that they can picture the whole shape when given a fractional part.

Students compare the overall distribution of two graphs and describe their reasons.

Students decide which statement about a dot plot is incorrect and explain their reasoning.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students compare two fractions, find the larger fraction and show or explain their reasoning.