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For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

Students identify the smallest fraction of a turn so that a shape remains the same.

Students identify odd and even numbers by colouring them different colours.

Students calculate the perimeter and area of three composite shapes.

Students complete a table and write a rule about the number of leaves on a growing plant.

Students record all the different combinations of lunches that could be chosen from five possibilities.

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

Students circle part of a collection of fruit pictures to show their understanding of fractional numbers.

Students calculate the cost of several cans of soft drinks, the maximum number bought for a given cost, and the change given after buying several cans.

Using clues, students identify an equivalent fraction for a given fraction.

Students work out the extra amounts of ingredients needed for a recipe and complete a table of results.

Students calculate the quantity and time taken for pages to be printed on a computer printer from the rate at which it prints.

Students identify the correct denominator as numerator to create equivalent fractions for a range of given fractions. Optional space for diagrams is provided.

Students find fractional amounts of a total number of Easter eggs.

Students compare the strength of drinks with different rates of drink powder per volume of water.

Students answer multiple-choice questions involving total weight and a number of objects.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

Students use given sums, differences, and products to identify factors in each basic fact.

Students convert fractions to decimals and explain how to do it.

Students calculate the weight for different numbers of soccer balls and calculate the weight for a given number of soccer balls.

Students calculate the shapes with the largest and smallest perimeter and identify a relationship between the features of a shape and the perimeter.

Students demonstrate their understanding of place value by ordering numbers, showing numbers on an abacus, and naming place and total values.

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

Students complete a table to describe a spatial pattern, and write an equation to express the rule.