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Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

This task assesses whether students know the most suitable reference resource to go to for particular information.

In this task students decide which people are estimating and which are not, and explain their reasoning.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students estimate an addition problem, share their methods, discuss the rounding method, and then do more problems using rounding.

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.

Students estimate an addition problem, share their methods, discuss the front-end method and then do more problems using front-end.

Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Task: Select cards to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Students use information in a table about exploding bottles of ginger beer to find the fractions and percentages of bottles that exploded or stayed sealed in given weeks.

Students convert decimal millions to whole numbers and whole numbers to decimal millions.

Students answer questions involving finding fractions in story problems about marbles and write their answer in its simplest form.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students identify and describe a local place they like to visit within a written report.

Students answer questions using percentages to find missing amounts, and writing percentages using given amounts.

Task: select a card to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Students use given ratios to determine the number of people performing kapa haka.

Students select which person has correctly applied the laws of indices to some problems, and explain their choice.

Students recommend which store offers the cheapest product based on calculations of percentage increase or decrease, and fully justify their answers.

Students calculate percentage increases and decreases for odd jobs and show their working.

Students work out fractional values of whole numbers in a range of contexts and show their working.