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Students answer questions about place value.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

Students solve mathematical problems and identify the linear equation that represents the situation.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

Students calculate percentages of whole numbers.

Students write the next two numbers in each of several number patterns.

Students calculate the amount of money saved from given percentage discounts on bikes.

Students use all four operations to perform calculations using decimal values.

Students find the biggest and smallest numbers from a list of positive and negative numbers. They add, subtract and multiply using these numbers.

Students convert percentages to decimals.

Students complete inequations by identifying the number or symbol needed to make the expression correct.

Students calculate addition and subtraction problems, written in decimal form, for city populations.

Students explain subtraction estimation methods used to solve a word problem.

Students find fractional amounts of a total number of Easter eggs.

For this NEMP task students calculate the answers to a series of subtraction problems.

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

Students identify numbers using clues which give the range within which each number falls and two factors with their remainder.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students solve linear equations based on pizza orders and cooking times.

Students calculate the charges for lawn mowing expressed as rate plus set-up cost.

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

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

Students calculate the cost of multiple CDs given the unit cost for a single CD.

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

Students show how to divide 3-digit whole numbers into equal sized groups and identify any remainder.