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Students write the bearing and distance of a number of objects on a radar screen.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students decide if a graph is suitable to display category data and explain the reasons.

Students identify multiples of 5 and of 3, and explain their reasoning.

Students state what things will affect how far a cube will travel when flicked in the middle with a ball-point pen, and conduct an experiment to see what happens in practice.

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 plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

Students describe a functional rule for two spatial patterns.

Students identify missing numbers and the rule for a growing number pattern.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students read scales from a car speedometer.

Students answer questions that involve adding two or three numbers.

Students find missing numbers to complete addition and subtraction number patterns.

Students identify the repeating part of patterns.

Students solve subtraction word problems.

This task is about sorting shapes into different groups.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

Students demonstrate their understanding of the effect of division and multiplication involving fractions.

Students identify shape properties in a range of different shapes.

Students select the correct way to describe where a toy is located on a shelf.

Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

Students work out how much time some bus trips take.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students predict how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.