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

In this practical task, students are to estimate the cost of meals ordered from a menu. The teacher reads out the meals and students show the steps in their estimations.

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

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

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

Students calculate the height of two cylinders given the radius, and identify a correct general statement about the relationship between radius and height for a given volume.

Students use vectors and select correct vector diagrams for practical problems.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

Using place value blocks students demonstrate their ability to explain the meaning of digits in decimal numbers up to 3 decimal places.

Students identify different ways that given amounts of money can be made up using a range of coins and notes.

In this practical task, students cut out triangles and rectangles to make three different nets for a triangular prism.

In this practical task, students construct pyramid patterns using triangles. They then predict how many triangles would be needed for the next size pyramid and explain their rule.

Student solve multiplication and division problems that involve money.

Students complete a table to show the amount of money paid for work, and finish a rule to describe the relationship.

This practical task requires students to use straws to build up a linear pattern. Students then predict the number of straws needed for successive patterns and explain their rule.

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

Students use rules to find numbers and use given numbers to work out rules shown on number machines.

Students perform calculations on indoor cricket scores, which include negative numbers.

Students use addition and subtraction to calculate temperatures over periods of time.

Students perform calculations in standard form.

Using three dice, students investigate and list the different possible combinations of odd numbers showing on the top face of each dice.

Students choose the best statement from five options to describe the probability of receiving notes and coins in a board game.

Students draw reflections of an object with a mirror line.

Students answer questions about fractions of different wholes (units).