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This task requires students to interpret and answer questions from a time-series line graph.

Students answer questions and calculate means and ranges from a composite histogram of rainfall in two towns.

Students interpret a box-and-whisker graph of maximum daily temperatures over time.

Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

Students complete a dot plot from a table of data about waiting time in a shop.

Students redraw, and re-order, the numbers in a back-to-back stem-and-leaf graph and then answer questions about the new graph.

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.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students convert fractions to percentages and write percentages in their simplest fractional form.

Students solve a number of mathematical problems for practical situations involving total amounts, age and time.

Students need to interpret data about travel time to school and common after-school activities and identify which statement is true from a list of given statements.

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

Students identify the order of rotational symmetry for a number of shapes.

Students select the correct operation to make equations true.

Students enlarge a diagram to a given scale.

Students enlarge shapes by whole number scale factors.

Students complete a tally chart to show the frequency of running times for a women's marathon. Students then present this information in a histogram.

Students interpret a tally chart showing the number of times the phone rang each day for one week.

Students solve probelms about a reflection and time.

Students cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

Students design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

Students show or explain how two different fraction numbers can represent the same fraction.

Students complete a table showing times to boil different quantities of water. They identify the rule that relates the amount of water to boiling time and use it to answer questions.

Students identify further information that is required to calculate averages.