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Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

Students complete a table showing times to boil different quantities of water. They identify the rule that relates the amount of water to boiling time and use it to answer questions.

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

Students identify and continue the number pattern for a stack of cans and complete a graph to demonstrate the relationship between two sets of numbers.

Students complete number pairs, and write the equations for three 'number machines'.

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

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 distance-time graphs for a number of scenarios.

Students use matchsticks to continue a triangular spatial pattern and write a rule to describe the number needed for each pattern. They then complete a table and a rule to show the relationship between the number of triangles and the number of matchsticks.

Students draw the next two triangles in a spatial pattern, calculate the areas of a range of triangles, work out the height of a triangle given its area, and write a rule for the pattern.

For this NEMP task students solve practical problems using linear number patterns and use a relationship graph to identify trees by height and width.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students complete a table showing the number of counters used to make a series of L-shapes. They identify the number of counters needed for different situations, and describe the relationship as a rule.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

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

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 describe a functional rule for two spatial patterns.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.