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Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

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

In this practical task, students follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

Task: calculate answer to questions about speed, distance, and time. Assessment focus: using a formula.

Students calculate times and speeds of scouts on a cycling tour.

Students answer questions about time and average speed given a rate of walking.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

Students calculate the distance travelled by the tips of the hands on a clock, and calculate the speed of one of the tips.

This task requires students to calculate multiplication and rate problems.

This task is about using rates in ml/minute to work out how much water has dripped from four taps.

Students convert speeds of vintage cars into kilometres per hour, and calculate distances travelled at these speeds.

Students conduct a practical, statistical investigation. They decide on a question, categories, conduct the survey, tally and graph the results on a bar graph.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

This task requires students to describe and compare line graphs of three different sets of data.

Students complete an array to show the number of shaded and unshaded shapes. Students identify the most common shape.

Students are required to read an article, answer questions and complete a retrieval chart.

Students pose a question for an investigation about favourite sports. They then construct a table that could record the results.

Students are asked to interpret the changing feelings of the main character in the School Journal story 'Grey Hair', and to provide evidence of these feelings by identifying the words and actions of the character. SJ-1-3-1996. Text not provided.

Students interpret distance-time graphs for a number of scenarios.

Students match times of the day with a range of daily activities.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

Students interpret a graph of a bike trip to answer questions about time and distance.

Students interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.