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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.

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

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

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.

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

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

Task: Interpret data from tables. Assessment focus: data interpretation.

For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.

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

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.