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Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

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

Students compare the area of two different triangles.

Students interpret a scatterplot and identify statements about both details and overall information.

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

Students explain why a range of students' answers to a maths problem are incorrect.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

Students break given numbers into equal sized groups. Students must show their working.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students add and subtract fractions to work out fractions of food.

Students use number properties to solve problems without calculating.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students use the additive identity and the commutative property to assist them to solve simple equations without calculating.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students complete addition and subtraction equations that explore part-whole relationships.

Students match pictures of objects with a list of capacities involving litres and millilitres.

Students order fractions from smallest to greatest, and work out fractions of an amount.

In this practical task students order proper fractions on a number line between 0 and 1.

Students explore the concept of equality by deciding whether addition sentences are true, false or not proper number sentences.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students measure images of objects on a centimetre ruler.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Students identify the approximate capacities of everyday containers.