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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 describe a functional rule for two spatial patterns.

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 compare the area of two different triangles.

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

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

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

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

Students work out how much time some bus trips take.

Students read scales from a car speedometer.

Students select the correct statement that matches a given graph.

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.

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

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

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

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

Students identify shape properties in a range of different shapes.

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