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

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

Students complete a table to describe a spatial pattern, and write an equation to express the rule.

Students use number lines to show their understanding of commutativity.

Students use number lines to show their understanding of commutativity.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Task: Look for the similarities and differences in how students draw graphs to display information.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Students convert heights of a building into the percentage of the given total height, explaining how they solved some conversions. Assessment focus is on how they calculate these heights and what strategies they use.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students construct a graph for each linear equation given.

Students select the correct equation to describe a series of graphs.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students complete mapping diagrams showing relationships, then list the ordered pairs.

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

Students interpret distance-time graphs for a number of scenarios.

Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

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

Students interpret a graph of a bike trip to answer questions about time and distance.

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

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 line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students identify and graph ordered pairs for the relationship ‘is a multiple of’.

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