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Students identify the different parts of algebraic expressions for the cost of repairing televisions.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students describe algebraic expressions in words.

Students use given information to solve a story problem about paper deliveries and identify the correct algebraic equation for the answer. They also write an algebraic equation for a similar story problem.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

Students use rounding to estimate totals then discuss this as a method of estimation.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.

Students calculate an exact square root and estimate approximate square roots by finding the length of the square flower bed of a given area, and give an explanation for their answers.

Students read from, and mark points on, non-linear scales.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students interpret graphs showing the different ways that four people run a race.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students identify and give rules for when numbers are divisible by three or by nine.

This task is about finding the solutions for linear equations.

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

Students compare the area of two different triangles.

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

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

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

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.