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Students answer questions that involve adding two or three numbers.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

Students demonstrate their understanding of the effect of division and multiplication involving fractions.

Students work out how much time some bus trips take.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students compare the area of two different triangles.

For this practical task students are required to follow, by physically stepping them out, a set of compass directions.

Students compare the overall distribution of two dot plots and describe their reasons.

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students answer questions that involve time calculations.

Students interpret bi-variate data on a bar graph to answer questions about social media and age of users.

Students decide if a graph is suitable to display category data and explain the reasons.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

Students decide whether shapes rectangles or not and explain their reasoning.

Students identify the shaded fraction of a number of different shapes.

Students identify missing numbers and the rule for a growing number pattern.

Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

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

Students identify multiples of 4 and of 6, and explain their reasoning.