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Students use number lines to show how to solve whole number addition and subtraction problems.

Students add and subtract fractions to work out fractions of food.

Students use number properties to solve problems without calculating.

As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.

Students complete a table based on an algebraic formula for free fall velocity, plot the results, and interpret the graph.

Students order possible items, work out the change from $10 or the shortfall for different items.

Students halve and double a range of numbers.

Students explore multiplicative relationships by completing multiplication equations using a restricted range of numbers.

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

Students evaluate and simplify algebraic expressions for the side lengths and perimeter of a composite shape. They then find x for a given perimeter.

Students create and solve number sentences that represent story problems.

Students use linear equations to help them solve word problems about the cost of computer repairs.

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

Students answer questions that involve subtracting numbers.

Students perform addition, multiplication, and percentage calculations based on information about the cost of buying and posting computer programs.

Students write addition, subtraction, multiplication, and division story problems for given car advertisements.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

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 solve a number of mathematical problems involving money and distance, and compare the results to identify the cheapest taxi company.

For this NEMP task students calculate ratios, fractions, and percentages of numbers to solve problems involving numbers of blue and yellow bears. A sheet of coloured bears is provided.

For this NEMP task students work out how many cows will be in a cattle yard from a story written in comic form.

Students use information in a table about exploding bottles of ginger beer to find the fractions and percentages of bottles that exploded or stayed sealed in given weeks.

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.

Using information given in pictures students write four word problems using the operation set out in each instruction.