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

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

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

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

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 compare a data table and a line graph and identify features that are missing or incorrect in the graph.

Students complete and label a bar graph and a strip graph about eye colour from a table of information.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Students complete a line graph to show the daily height of a lettuce plant, giving their graph a title and labelling both axes.

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

Students interpret a table about the amount of money raised for a run-a-thon, and graph the points represented.

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.

In this task students continue a triangular shape pattern with sticks to explore the rule used in the pattern. Students then use their understanding of the pattern rule to continue the pattern without the sticks.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

In this practical task, students construct pyramid patterns using triangles. They then predict how many triangles would be needed for the next size pyramid and explain their rule.

Students use sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

For this practical task students plan and carry out a fair test to determine which of four different cups will keep water the hottest over 10 minutes. Students are also required to graph their results and write a conclusion.

For this practical task students collect time-series data on the change in water temperature in a container at regular time intervals. Students are also required to display their results on an appropriate graph.

Students construct a composite dot plot of shots at a basketball hoop by two classes. They identify the mode and range, and make statements about the results.