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Students explain why one set of data is discrete and another is continuous.

Students identify data as 'discrete' or 'continuous' from a range of examples.

Students explain the terms discrete and continuous data.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

Students use the number of words typed in a given time to work out the number of words typed per minute and per hour.

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.

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

Students complete a chart showing the tally and total for different kinds of fruit.

Students describe a functional rule for two spatial patterns.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Students predict how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

Students choose the best type of graph for a selection of sets of data.

Students record all the different combinations of sandwiches from two types of bread and three fillings.

Students complete and total a tally chart of food left from Tiare's party.

Students use a protractor to construct a pie chart to record the frequency of favourite TV programmes from the data provided in a table.

Students interpret a line graph of a practical situation.

Students interpret information in a frequency table to answer probability.

Students decide whether shapes rectangles or not and explain their reasoning.

Students interpret data presented in a frequency table to calculate percentages and make comparisons.

Students construct a bar graph by categorising a range food items.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

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

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

Students identify the types of angles made by known landmarks.