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Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

Task: Measure 100mL of water into three different pieces of equipment. Weigh the result and calculate the precision of using that piece of equipment. Assessment focus: measuring and evaluating the accuracy of equipment.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

Students explore multiplicative relationships by completing multiplication equations.

Students use the additive identity and the commutative property to assist them to solve simple equations without calculating.

Students explore the additive identity by completing open number sentences.

Students use the commutative property to find missing numbers in equations and explain the property.

Students complete a spatial sequential pattern, record the pattern in a table, and complete a statement about the pattern's rule.

Students complete number patterns, identifying and creating rules.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.

Students show their understanding of the properties of zero and one, by filling in the missing numbers or signs (+ or ×) in a range of equations.

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

Students complete a table showing the number of counters used to make a series of L-shapes. They identify the number of counters needed for different situations, and describe the relationship as a rule.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students identify the rule for continuing number patterns then develop their own pattern and write it as a rule.

Students complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

Students complete a table to describe a spatial sequential pattern.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students apply a rule to continue spatial patterns.

Students use matchsticks to continue a triangular spatial pattern and write a rule to describe the number needed for each pattern. They then complete a table and a rule to show the relationship between the number of triangles and the number of matchsticks.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.