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Students calculate the repair charges of two different garages, graph them, and explain the results.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

Students use a table of some substances and their pHs to answer four questions.

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

Students interpret a work schedule to answer questions about starting, finishing, and the total number of hours worked.

Students conduct a practical, statistical investigation. They decide on a Topic and question, conduct the survey, complete the tally chart, construct a bar graph of the major ideas and make statements about the results.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students draw up a table to illustrate results of how indicators change when placed into four different liquids.

For this practical task students follow a plan to determine the effects of a weak acid on different building materials. Students need to put their results into a table and write a conclusion.

Students construct a dot plot of fish seen at an aquarium from a tally chart, and answer questions interpreting the results.

Students complete two strip graphs about the flavour of ice cream bought by girls and boys, and answer a question on interpreting the data.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

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.

Pairs of students play a game with four dice, calculate the probability of winning the game, comment on how to get a more accurate estimate of the probability, and explain whether the game is fair based on their results.

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.