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Students solve mathematical problems about days off school and identify another linear equation that represents the situation.

Students calculate the weight of parts of a fish from given proportions.

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

Students calculate the charges for lawn mowing expressed as rate plus set-up cost.

Students solve linear equations based on pizza orders and cooking times.

Students use linear equations to help them solve word problems about the cost of computer repairs.

Students solve and write simple linear equations about the number of balls in a cylinder.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

Students use a linear equation to solve a mathematical problem involving the length and width of a framed picture.

Students solve mathematical problems involving distance, and identify parts of an algebraic expression.

Students work out the correct answers to arithmetic problems given an incorrect solution.

Students solve mathematical problems and identify the linear equation that represents the situation.

Students solve puzzles by determining the unknown number from each set of statements.

Students solve a number of mathematical problems for practical situations involving total amounts, age and time.

Students use linear equations to solve mathematical problems for money deposited and withdrawn from a bank account. They also identify parts of the related linear equation.

Students calculate the number of different coins in a given amount of money.

Students solve mathematical problems involving weight. They also identify parts of the related linear equations.

Students identify parts of an algebraic equation and use the equation to calculate dog's weights for a given total.

Students solve a number of mathematical problems about the cost of a visit to the fair using algebraic expressions provided.

Students identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.

Students continue a spatial pattern of hexagons, then describe its rule.

Students continue two number patterns of diamonds in a sequential pattern, state the general rule for the number sequences and use the rule to find the pattern number with a given number of diamonds.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Students select from a range of given numbers to complete a 4 x 4 'number square' with given row and column totals.