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Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

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

Students show their understanding of a dot plot by responding to questions about the birth months of a class.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Students describe the shape of two distinctive dot plots showing different data.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

Students interpret a back stem-and-leaf graph to answer questions about a measurement investigation.

Students interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

Students study a box-and-whisker graph of examination results for Maths and Science, and answer questions on comparison, median, range and proportion.

Students conduct a practical, statistical investigation. They decide on a Topic and question, conduct the survey, complete the tally chart, construct a bar graph of the major ideas and make statements about the results.

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 complete a stem and leaf graph about students' test scores and answer questions on mode, spread and range.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Students construct a line graph from provided data, and then write a summary about the data.

Students interpret a box-and-whisker graph of maximum daily temperatures over time.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students interpret a graph of taxi company charges to show which company is cheaper and complete a rule for each company's charges. They also identify the distance at which each company charges the same amount.

Students calculate the repair charges of two different garages, graph them, and explain the results.