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Students answer questions involving finding how many of one fraction goes into another fraction.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students compare the area of two different triangles.

Students compare the overall distribution of two dot plots and describe their reasons.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

Students select the correct statement that matches a given graph.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

Students compare the overall distribution of two graphs and describe their reasons.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students identify the shaded fraction of a number of different shapes.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students decide whether shapes rectangles or not and explain their reasoning.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

For this NEMP task students work out how many cows will be in a cattle yard from a story written in comic form.

In this practical task, students measure two circular objects to find the circumference, diameter and the relationship between them (pi).

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students select the correct operation to make equations true.

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.