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Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students work out what fractions of shapes have been shaded.

Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students show how to solve some subtraction problems.

Students add and subtract fractions to work out fractions of food.

Students evaluate and simplify algebraic expressions for the side lengths and perimeter of a composite shape. They then find x for a given perimeter.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

In the context of kicking a goal at rugby, students use Pythagoras' theorem to calculate distance. Students then use trigonometry to work out if the kick passes through the posts.

Students interpret a histogram showing the number of vehicles travelling at different speeds past a speed camera. Students need to calculate a percentage and the median to complete this task.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

Students are required to critique a survey and design another useful question to be included.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

Students use percentages to calculate heights of a building from the total height. They then explain how to calculate another percentage.

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

Students identify square and cubic numbers mentally in a timed test.

Students find and show given fractions of shapes and sets of counters.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

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

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

Students identify true and false statements, and provide a description of the most important features of a time series graph.

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

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.