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Students identify and give rules for when numbers are divisible by three or by nine.

Using a diagram of a regular hexagon, students calculate its interior and exterior angles.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

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

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Students use number lines to show their understanding of commutativity.

Students decide if a graph is suitable to display category data and explain the reasons.

Students complete addition and subtraction equations that explore part-whole relationships.

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.

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

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

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

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

Students show or explain how two different fraction numbers can represent the same fraction.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.