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This task is about subtracting with different parts of the equation missing.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

For this NEMP task students answer a series of questions about fractions.

Students solve number problems involving prices which include and exclude GST.

Students carry out an investigation to determine the frequency and percentage of different numbers resulting from 100 dice throws. They construct a table to record the results.

Students answer questions about international time differences.

Students read statements from a debate then provide nine short written answers to demonstrate their understanding of common debating techniques.

Students draw reflections of shapes in given mirror lines.

Students complete subtraction and division linear equations with brackets by selecting from a range of numbers.

Students answer questions that involve subtracting numbers.

Students construct a graph for each linear equation given.

Students calculate the lengths and areas of a road sign.

This oral language resource has students matching debating terms and their definitions with extracts from a debate.

Students use a number line to identify the best answer for addition and multiplication of numbers with fractions.

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

Students select what 3-dimensional shape will be made from each of two nets.

Students read the poem 'Hide-and-go-seek' to make inferences about the game. SJ-3-2-1996. Text provided.

Students read a visual and written text about native plants and animals to answer retrieval and inferential questions.

Students read acknowledgement text from a journal and answer questions about acknowledgements.

Students read a text about living in a house bus to answer retrieval and inferential questions. SJ-2-2-1995. Text provided.

Students interpret a train timetable and answer questions about departure and arrival, and journey times.

Students read a poem then use information from it to make inferences. Text not provided.

Students find and write the numbers to complete equations that add to 10 or 20.

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 use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.