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For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

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

Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students complete two strip graphs about the flavour of ice cream bought by girls and boys, and answer a question on interpreting the data.

Students construct and label a strip graph from a table of data about favourite lunchtime foods.

Students answer questions and calculate means and ranges from a composite histogram of rainfall in two towns.

This task requires students to answer questions about a time-series graph for two categories of data over an eight year period.

Students complete the total and mean columns in a table of sunshine hours. They then construct a bar graph and make a statement comparing some of the data.

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 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 complete a timetable by adding on the time taken for each task.

Students match digital times to events during a camp timetable.

Students order times by selecting the appropriate time, written in words, for each of Pirate Pete's morning activities.

Students answer questions about international time differences.

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Students work out how much time some bus trips take.

Students decide if a graph is suitable to display category data and explain the reasons.

Students complete a chart showing original shapes, rotation instructions, and the shapes after rotation.

Students use a chart that identifies some birds' eggs to answer short response questions.

Students complete a picture-graph from a chart of data about the number of sunny days recorded over six months with a scale.

Students identify percentages and fractions from information in a pie chart.

Students complete a dot plot from a table of data about waiting time in a shop.

Students interpret a table on the properties of plastics by answering a series of short questions.