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Students round six different decimal numbers of swimming times to a given number of decimal places.

Students perform calculations on numbers in standard form and convert numbers from standard form to ordinary form and vice versa.

Students describe a variable in a linear equation, solve the equation, and complete a second equation relating to weights.

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.

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

Students explain the variables in a linear equation involving speed and distance. They then solve the equation by substitution.

Students solve given algebraic expressions using substitution.

Students use substitution to calculate the cost and length of time taken to repair washing machines, and formulate and solve a related linear equation.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

Students identify the angles of rotation that enable shapes to fit onto themselves.

Students complete a table to solve a number pattern increasing by a factor of five.

Students work out how many doses in a larger measure of medicine.

For this NEMP task students use cards with numbers and operations on them to create number sentences.

Students complete two spatial patterns and give the rule for each.

Students evaluate how many complete times a number divides into another when there is a remainder.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students use a number line to show as a fraction, the probability of the outcomes of different coin throws.

Students fill in the missing sequential numbers on a magic plant and write a rule for the pattern.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

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

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students describe a functional rule for two spatial patterns.

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

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

Students describe algebraic expressions in words.