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Students read a poem and make links between its written and visual information. SJ-2-4-1993.

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.

Students partition sets of objects and show how to work out fractions of quantities (using fractions as operators).

Students interpret a scatterplot and identify statements about both details and overall information.

Students use tables, graphs, and equations to find the break-even point for two companies who charge for postage according to different rules.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Students answer questions that involve adding, and subtracting several numbers.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

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

Students use a number line to show as a fraction, the probability of the outcomes of different coin throws.

Students show that given a fractional part they can show the whole shape or another fractional part.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

Students show how to solve some subtraction problems.

Students solve subtraction maths problems and show their strategy for working it out.

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

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

Students interpret a graph of taxi company charges to show which company is cheaper and complete a rule for each company's charges. They also identify the distance at which each company charges the same amount.

Students interpret a line graph of a practical situation.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

Students complete a table based on an algebraic formula for free fall velocity, plot the results, and interpret the graph.

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 identify the slope and intercepts of a linear equation, then plot a different function.