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Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

Students estimate an addition problem, share their methods, discuss the front-end method and then do more problems using front-end.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

Students decide whether a graph is suitable to display category data and explain their answer.

Students compare fractions, identify which is larger, and explain or show their reasoning.

Students estimate a subtraction problem, share their methods, discuss the rounding one number method, and then do more problems by rounding one number.

Students cut out and attach fractions onto a number line in order from smallest to largest.

Students show how they estimate in some multiplication problems and come up with sensible estimates.

Students convert percentages to decimal numbers.

Students solve different forms of subtraction equations.

Students solve different forms of addition equations.

Students explore the concept of equality by deciding whether addition sentences are true, false or not proper number sentences.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

Students explore the additive identity by completing open number sentences.

Students continue three repeating patterns.

Pairs of students play a game with four dice, calculate the probability of winning the game, comment on how to get a more accurate estimate of the probability, and explain whether the game is fair based on their results.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.

Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

Students throw two dice, add the numbers together, construct a tally chart of results, and compare theoretical with observed outcome.

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.