Refine Current Search

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Students draw reflections of an object with a mirror line.

Students drag numerals to create decimal numbers to create the largest and smallest decimal numbers, and closest decimal numbers to given whole numbers.

Students find the unknown for a range of equations that require number property knowledge and understanding of relational thinking.

Students answer questions that ask them to add and subtract several numbers.

For this NEMP task students perform a range of tasks using fractions. These include ordering, subtracting, finding an equivalent and recording as a decimal and percentage.

Students use the commutative property to find missing numbers in equations and explain the property.

Students use the commutative property to find missing numbers in equations and explain the property.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

Students calculate the repair charges of two different garages, graph them, and explain the results.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Students sort fractions into order from smallest to largest

This practical task requires students to determine the number of different coloured beads needed to thread onto a necklace by interpreting different decimals.

This practical task requires students to determine the number of different coloured beads needed to thread onto a necklace by interpreting different fractions.

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

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

Students draw lines to divide up shapes into equal parts and name the fractional value of the part.

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

Students draw reflections of a number of words.

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

Students answer questions about distance, speed and time, and identify an expression that describes the distance (kilometres) from the starting point in terms of time (minutes).

Students identify the shaded fraction of a number of different shapes.

Students identify shapes that have been shaded two-thirds and name the fraction that the other shapes have been shaded.