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Students answer questions about a bar graph showing favourite ice-cream flavours. No calculation needed.

Students give answers to addition and subtraction basic facts problems.

Students find and write the numbers to complete equations that add to 10.

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 demonstrate their understanding of the properties of one and zero by completing missing numbers or operations in equations.

Students use rules to find numbers and use given numbers to work out rules shown on number machines.

Students complete addition and subtraction story problems using the vertical algorithm.

Students order whole numbers representing numbers of marbles, and heights of children.

This task requires students to exhibit multiplication basic facts, and answer story problems about vegetables that require multiplication.

Students select the best estimate for division and multiplication problems involving stamps, money, and baskets of pinecones.

Students find and write the numbers to complete simple equations that add to 10.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students interpret a graph of a child's feelings for different times and activities during a day.

For this NEMP task students use a grid map of an island to locate positions and describe ways to move from one position to another.

Students select the equations that show the commutative law.

Students interpret and answer questions about a line graph about a hungry tiger.

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.

Students read an analogue clock face and draw some times onto other clock faces.

For this practical task students display given data in a stem-and-leaf graph to show what days of the month Room 6 children had their birthdays.

Students identify different ways that given amounts of money can be made up using a range of coins and notes.

In this practical task, students use plastic coins to work out three different ways to make the same amount of money.

In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

Students explain why two people will get different totals when measuring a room using their hand span.

In this practical task, students make specified 3-dimensional shapes, and then sort them into two groups according to criteria that the student defines.

In this practical task students construct 3-dimensional shapes from modelling clay then cut them in half and draw their cross-sections.