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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.

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

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 find the sum of a number of given decimal weights of objects or the post.

Students solve problems involving finding simple fractions of quantities, and show their working.

Students use fractions as operators to find unit fractions of a given whole number.

Students show how to partition a number of counters and identify the fraction shared.

Students answer maths problems involving multiplication, and show their working.

Students use a number line to show how to solve whole number addition and subtraction problems.

Students identify multiples of 4 and of 6, and explain their reasoning.

Students interpret and answer questions from a bus timetable including some time calculations.

Students respond to and give directions about a simple path on a map involving right or left turns.

Students measure images of objects on a centimetre ruler.

Students predict whether two dice games are fair and give their reasons. They then play each game (investigate) fifty times and explain their results.

Students predict the outcome of throwing five dice and confirm their predictions by conducting an experiment and calculating probabilities. After discussing how to get better estimates, they pool their results with others to get a more accurate estimate of how good their predictions were.

Students addition and subtraction to work out what they can buy with given amounts of money, and the change they will get.

This task requires students to estimate some addition problems using any appropriate method.

Students estimate a division problem, share their methods, discuss the nice numbers and factors method, and then do more problems using nice numbers and factors.

Students work out area, length and angles of a shape after enlargement.

Students work out which row of coins represents a given amount.

Students use doubling and halving to solve a number of multiplication problems.

Students identify square and cubic numbers mentally in a timed test.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.