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Students answer questions involving negative numbers about rising and falling water levels.

Students predict how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

Students decide which arrow on three spinners is most likely to point to white, and explain their reasons.

Students describe a functional rule for two spatial patterns.

Students design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

In this practical task, students estimate how many multi-link blocks equal the length of two common classroom items. They then check their estimate with the blocks, then measure with a ruler.

Students identify the approximate capacities of everyday containers.

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.

This task is about working out change for a variety of purchases.

Students identify nets that can fold to make a cube and explain how they know.

Students show where different fractions are positioned on a number line.

Students shade bottles to show different fractions.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students solve a number of mathematical problems involving money and distance, and compare the results to identify the cheapest taxi company.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students work out which row of coins represents a given amount.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Students match bar graphs to tally charts.

Students identify decimal numbers on a number line.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

Students select the correct fraction of toys to click and drag into a toy box.

Students select the correct fraction of fruits to click and drag into a bowl.

Students put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.