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On a grid, students enlarge the net for a box by a scale factor of 3.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

Students use plastic money to explore and continue a number pattern about going to a disco. They then describe the pattern.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students interpret and answer questions about a mapping diagram showing activities students chose in a basketball lesson.

Students interpret a line graph showing the running speed of different animals.

Students use number lines to show their understanding of commutativity.

Students interpret a line graph of a practical situation.

Students interpret a line graph to answer 4 multiple choice questions about a car along a racing track.

Students use a flowchart to find solutions and generate rules from them.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Students identify the error in three statements made about the perimeter and area of given objects.

Students identify the order of rotational symmetry for a number of shapes.

Students identify multiples of 5 and of 3, and explain their reasoning.

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

Students interpret back-to-back stem-and-leaf graphs. Knowledge of the median is required.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

Students compare the overall distribution of two dot plots and describe their reasons.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.