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

Students complete a frequency table about South Island populations and construct a composite bar graph with a key.

Students construct and label a pie graph of favourite drinks from data in a table. They also interpret results involving proportions.

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.

Students construct a composite bar graph on areas of female employment in 1956 and 1996. They also answer questions interpreting and comparing the data.

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

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.

Students are asked to construct and label a line graph of words typed per minute by two students for each day of the week. Data is provided in a frequency table.

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

Students complete a bar graph of a paper boy's earnings from data in a table and answer questions interpreting the data, finding the least, most, average and forecasting.

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 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.

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 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.

Students complete a table and a rule for a linear equation for a foreign currency exchange. The values are then plotted and interpreted.

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.