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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 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 identify parts of an algebraic equation and use the equation to calculate dog's weights for a given total.

This task requires students to interpret a tree diagram of art materials and identify the number of different possibilities from various combinations presented.

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

Students use place value rods in this practical task to build up square patterns. Students then predict the number needed for the next pattern and explain their rule.

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

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

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

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

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

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

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

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

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

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

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

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

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

Students describe a functional rule for two spatial patterns.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.

Students write and solve equations for story problems describing practical situations.