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Students interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

For this NEMP task students work out all possible combinations in a table tennis contest.

Students complete a table to show all the combinations, and work out the probability, of numbers possible on the top faces of two dice. They then use the table to list combinations that total 8 and 11.

Based on a results table, students respond to questions about the probability of events occurring when an arrow is spun and lands on different colours.

Students complete a table to show whether an event has a 'certain', 'good', 'even', 'poor', or 'impossible' chance of ocurring.

Using three dice, students investigate and list the different possible combinations of odd numbers showing on the top face of each dice.

In this practical task, students use a coloured spinner and record the frequency of colours occurring. They then use their findings to record the probability of each event and interpret these.

Students show understanding of probability by selecting a fraction to represent the chances of picking coloured marbles from a cup.

Students complete a chart showing the possible combinations of numbers from two dice throws. They then list all combinations that add up to seven and nine.

This task sees what a students understanding of probability is.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

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.

Task: Answer questions about data in a table. Assessment focus: pulleys.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students identify the solids, liquids, and gases in three short passages.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Students construct a line graph from provided data, and then write a summary about the data.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.