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

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

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

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

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

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

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

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 put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.

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 are asked four short questions that require them to use a table that contains a count of the kind of books borrowed from a library for a month.

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

Students identify which transformations could have been performed on pairs of shapes.

Students are required to draw in arrows to show the parallel lines on three given shapes. They then draw in a right-angle symbol to show the perpendicular lines on three other given shapes.