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This task requires students to answer questions about a time-series graph for two categories of data over an eight year period.

Students are asked to study a stem-and-leaf graph on armspan of students and answer questions interpreting the data.

Students study a box-and-whisker graph and answer questions on median, quartile and outliers.

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

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

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

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.

This practical task requires students to record data, which is read out to them, on a back-to-back stem-and-leaf graph. The leaves are then ordered into a second graph and the graph interpreted.

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

Students interpret information presented in a composite histogram to answer questions involving percentages and comparisons.

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 community fundraising, and answer questions interpreting the data.

Students show their interpretation of a box-and-whisker graph by answering questions about the data.

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.