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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.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students solve algebraic problems about people's ages using information given.

Students interpret a table of children's votes for their favourite All Black to answer questions about chance.

Students complete four patterns of musical notes.

Students use substitution to calculate a missing variable in algebraic expressions of practical situations.

Students solve mathematical problems and identify the linear equation that represents the situation.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students determine the correct probabilities for a series of coin throws.

Students interpret and graph linear equations of monthly charges for Internet access.

Students interpret information presented in a pie graph to answer questions.

Students identify the missing part of equations shown as number machines.

Students draw five different views of a 3-dimensional cube model.

This practical task requires students to construct a model based on a diagram of a similar model. They then draw their model onto isometric paper.

Students select the measurements of a piece of paper as it is folded multiple times.

In this practical task, students measure two circular objects to find the circumference, diameter and the relationship between them (pi).

Students complete a table and write a rule about the number of leaves on a growing plant.

Students complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

Students identify multiples of 4 and of 6, and explain their reasoning.

Students compare the overall distribution of two graphs and describe their reasons.