Refine Current Search

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students estimate an addition problem, share their methods, discuss the rounding method, and then do more problems using rounding.

Students show that they can picture the whole shape when given a fractional part.

Students show how they find the value of an unknown number in a range of linear equations.

Students use the commutative property to find missing numbers in equations and explain the property.

Students identify multiples of 5 and of 3, and explain their reasoning.

This task assesses students' ability to analyse a text to identify and justify character traits and points of view, including the author's.

Students predict whether two dice games are fair and give their reasons. They then play each game (investigate) fifty times and explain their results.

Students predict the outcome of throwing five dice and confirm their predictions by conducting an experiment and calculating probabilities. After discussing how to get better estimates, they pool their results with others to get a more accurate estimate of how good their predictions were.

Students decide which statement about a dot plot is incorrect and explain their reasoning.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students show how they perform an addition and a subtraction problem, and write their own subtraction story problem.

This task requires students to estimate some addition problems using any appropriate method.

Students to show how they estimate in some addition problems.

Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

Students estimate an addition problem, share their methods, discuss the front-end method and then do more problems using front-end.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

Students decide whether a graph is suitable to display category data and explain their answer.

Students listen to a narrative about an unusual mouse and then respond to 6 multiple-choice questions.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.