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Students answer a question about working out many kilometres were travelled in one hour from a given time to travel one kilometre.

Students answer questions about time, distance and speed of a journey of two motorbikes.

Students answer questions that involve converting between different ways of telling time.

Students match digital times to events during a camp timetable.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

In this practical task, students follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

Task: calculate answer to questions about speed, distance, and time. Assessment focus: using a formula.

Students calculate times and speeds of scouts on a cycling tour.

Students answer questions about time and average speed given a rate of walking.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

Students calculate the distance travelled by the tips of the hands on a clock, and calculate the speed of one of the tips.

This task requires students to calculate multiplication and rate problems.

This task is about using rates in ml/minute to work out how much water has dripped from four taps.

Students convert speeds of vintage cars into kilometres per hour, and calculate distances travelled at these speeds.

Students answer questions and make time calculations based on a camp timetable.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

This task requires students to describe and compare line graphs of three different sets of data.

Students interpret distance-time graphs for a number of scenarios.

Students match times of the day with a range of daily activities.

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

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

Students interpret a graph of a bike trip to answer questions about time and distance.

Students interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.