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As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

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

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

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

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

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

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

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 interpret graphs showing the different ways that four people run a race.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

Students interpret a graph of the Hare's Progress to answer questions about rate, rest, and reading sections of the graph. They also identify the constant motion of the tortoise and explain the result of the race.

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Students continue tessellating patterns.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Students complete shape patterns which show translation, reflection, or rotation.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

Students use given shapes to cover grids in tessellating patterns.

Students choose which transformation is being used to continue a pattern.