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Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students interpret information from a flowchart to calculate the total costs of different sized groups staying in a motel for varying lengths. They also complete a linear algebraic equation to show the costs of one group's stay.

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

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

Students describe a functional rule for two spatial patterns.

Students break given numbers into equal sized groups. Students must show their working.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

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 answer questions using a fraction as an operator to find the fraction quantities.

Students read a narrative about how a girl deals with her anxiety over Sports Day. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-2-3-2009. Text provided.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

Students read excerpts from a speech and identify six features of the language and describe their intended effect on an audience.

Students calculate percentages of whole numbers and convert fractions to percentages.

Students record times as a.m. or p.m. onto notices for everyday events.

Using isometric dots, students enlarge a 3-dimensional shape by a scale factor of 2.

Students redraw a picture of a fish onto a distorted grid.

Students identify the centre of rotation and the number of degrees through which a rectangle has been rotated. They then rotate it in a different direction.

Students identify vectors that describe shape translations.

Students select the best word from a list of geometric terms to fill in the gaps on a set of maths notes about lines and angles.

Students need to apply their knowledge of Pythagoras' theorem to prove that a triangle of given measurements is right-angled.

Students use isometric paper to complete drawings of 3-dimensional shapes.

Students use vectors to describe the movements made by a boy doing an orienteering course.

Students identify directions on a grid map as vector co-ordinates.