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Students decide whether a graph is suitable to display category data and explain their answer.

Students identify the shaded fraction of a number of different shapes.

Students respond to and give directions about a simple path on a map involving right or left turns.

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

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

Students identify square and cubic numbers mentally in a timed test.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students read from, and mark points on, non-linear scales.

Students identify which nets can be folded to make an open box shape.

Students identify the repeating part of patterns.

Students solve subtraction word problems.

Students identify whether two shapes have been partitioned evenly or not, and show how to correctly partition the shapes.

Students continue three repeating patterns.

Students work out the number of covered counters on a 10 x 10 array.

Students answer questions using percentages to find missing amounts, and writing percentages using given amounts.

Students find different ways to divide squares into halves and quarters.

Students demonstrate their understanding of the effect of division and multiplication involving fractions.

Students work out what fractions of shapes have been shaded.

Students show how to partition shapes into a given number of equal parts and identify the fraction of each part.

Students use a protractor to find given angles and draw angles of given degrees.

This practical task requires students to record data, which is read out to them, on a back-to-back stem-and-leaf graph. The leaves are then ordered into a second graph and the graph interpreted.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students to show how to calculate problems that involve rates and ratios.