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Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

Students interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

Students interpret graphs showing the different ways that four people run a race.

Students answer questions about the difference between a range of given times in minutes.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students construct and label a line graph of time spent on Maths and Science homework, and answer questions interpreting the data.

Students are asked to construct and label a line graph of words typed per minute by two students for each day of the week. Data is provided in a frequency table.

Students interpret a calendar of the month of December.

On a calendar of the month of July, students record various regular activities to be done during that month.

Students interpret and answer questions from a calendar showing one month of the year.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

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 of a familiar situation.

Students interpret a line graph showing the running speed of different animals.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students interpret a graph of the Hare's Progress to answer questions about rate, rest, and reading sections of the graph. They also identify the constant motion of the tortoise and explain the result of the race.

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

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 interpret a bar graph of account balances and respond to questions about the data.

Using data given in a table, students are required to construct a double line graph on the axes provided.

Students answer questions about a line graph showing scores in a cricket game. An understanding of slope is needed.

Students interpret a line graph showing the water temperature in a school pool over a two week period.

Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

Students complete and interpret a graph to answer questions about time, distance and speed.