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Students identify data as 'discrete' or 'continuous' from a range of examples.

Students find the perimeters for range of different 4-sided polygons.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

Students identify the number of faces for different 3-dimensional cube models.

Students round distances to the nearest 10 or 100.

Students identify the 2-dimensional shapes on a robot's body.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.

Using data given in a table, students are required to construct a double line graph on the axes provided.

Students answer questions about a line graph showing scores in a cricket game. An understanding of slope is needed.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

For this NEMP task students complete a table showing fractions, percentages, and decimals that are equivalent.

Students convert fractions to decimals and explain how to do it.

Students explain the terms discrete and continuous data.

Students select the correct algebraic expression describing practical situations.

Students select the correct factorisation of algebraic expressions.

Students solve number problems involving the addition and subtraction of fractions.

In this practical task, students use different colours to identify a variety of 2-dimensional shapes in a stained glass window pattern.

Students create three different sequential patterns using 12 squares or triangles.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students study a box-and-whisker graph of examination results for Maths and Science, and answer questions on comparison, median, range and proportion.

Students interpret a box-and-whisker graph of maximum daily temperatures over time.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students construct and label a histogram of tulip heights from data in a table. They also answer questions about range, mode, median and mean.

Students show understanding of range, median, and mode by completing statements about a set of classroom test data.