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This task is about identifying the best unit to measure temperature, weight, time, capacity and length.

For this practical task students collect time-series data on the change in water temperature in a container at regular time intervals. Students are also required to display their results on an appropriate graph.

Students interpret a line graph showing how high a skyrocket travelled over time.

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.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

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.

The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.

Students select the correct operation to make equations true.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

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.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.