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Students complete addition and multiplication linear equations by selecting from a range of numbers.

Students construct a graph for each linear equation given.

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

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

Students write and solve linear equations for story problems related to a school dance.

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

Students complete a table to show the amount of money paid for work, and finish a rule to describe the relationship.

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Students use linear equations to solve mathematical problems for money deposited and withdrawn from a bank account.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 complete a table and a graph of an equation about the costs of bike repairs, then interpret the graph to respond to questions.

Students solve algebraic problems about people's ages using information given.

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 demonstrate their understanding of a linear algebraic equation to calculate the amount of money in a savings account.

Students use given information to solve a story problem about paper deliveries and identify the correct algebraic equation for the answer. They also write an algebraic equation for a similar story problem.

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 use substitution to evaluate a linear equation for parking charges. Students expand, simplify, and change the subject of the equation.

Students complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

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.

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 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.

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern

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.