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Students study a table of test results percentages for a range of subjects. Students answer questions involving mean, median, mode and range.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

Students answer questions about distance, speed and time, and identify an expression that describes the distance (kilometres) from the starting point in terms of time (minutes).

Students interpret data presented in raw form to answer questions, calculate a percentage, and calculate a variety of data measures.

Students redraw, and re-order, the numbers in a back-to-back stem-and-leaf graph and then answer questions about the new graph.

This task requires students to interpret and answer questions about a tally chart showing the number of trucks passing a given point.

Students answer questions about perimeter and length of square and rectangle shapes.

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

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

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Students determine the probability of finding a lost cat in various locations marked on a grid map.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Students express a distance as a percentage of the distance of a whole journey, and calculate percentages or fractions of parts of the journey.

For this practical task students follow a plan to determine the effects of a weak acid on different building materials. Students need to put their results into a table and write a conclusion.

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

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

Students describe a functional rule for two spatial patterns.