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Students select the equations that show the commutative law.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

Students use place value rods in this practical task to build up square patterns. Students then predict the number needed for the next pattern and explain their rule.

Students interpret and answer questions about a line graph about a hungry tiger.

Students use rules to work out the number of shapes or matches in spatial patterns, and complete an algebraic rule from a word rule.

Students locate co-ordinates on a grid, then plot a further co-ordinate.

Students complete a table and a graph of an equation about the costs of bike repairs, then interpret the graph to respond to questions.

Students complete number patterns and express the rules in words.

Students identify the co-ordinates of points required to make the shapes of letters of the alphabet (L, T, and K) on a grid.

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.

Students use a movie timetable advertisement to answer questions about the movies being shown to test their understanding of a.m. and p.m.

Students read an analogue clock face and draw some times onto other clock faces.

Students present data on birth dates in a stem-and-leaf graph. The data is then ordered into a second graph.

Students work out how long a race took given the starting and finishing time. Answers are split into hours, minutes and seconds.

Students answer questions that involve converting between different ways of telling time.

Students work out time calculations involving 24 hour time.

Students interpret a pie graph to answer multiple choice questions.

Students identify different ways that given amounts of money can be made up using a range of coins and notes.

In this practical task students use a ruler, a protractor, and a compass to enlarge an arrow by two given scale factors. They then complete a table to show the invariant properties.

Students identify what transformations are used to continue a pattern.

In this practical task, students use plastic coins to work out three different ways to make the same amount of money.

Students complete a tree diagram to illustrate all the different combinations of height and colour of four candles and evaluate probabilities for some combinations.

Students choose which transformation is being used to continue a pattern.

Students answer questions that involve calculating the capacities of different situations.