Refine Current Search

Students calculate the amount of money shown by diagrams of coins, then calculate change given when some of the money is spent.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Students use a movie timetable advertisement to answer questions about the movies being shown to test their understanding of a.m. and p.m.

Students show times written in words on both analogue and digital clocks.

Students decide whether a range of everyday objects hold less than or more than one litre.

Students write the next two numbers in each of several number patterns.

Students draw a line from each measurement and unit to its equivalent.

Students select the correct expression to describe word problems.

Students describe a variable in a linear equation, solve the equation, and complete a second equation relating to weights.

Students calculate the time taken for bus travel and zoo feeding times based on analogue clocks showing start and finish times.

Students solve and write simple linear equations about the number of balls in a cylinder.

Students solve linear equations based on pizza orders and cooking times.

Students identify the correct unit of measurement that would be used for the weight or length of a range of everyday objects.

Students identify the correct unit of measurement that would be used for the weight or length of a range of everyday objects.

Students convert millilitres to litres and vice versa to answer questions about the number of 200ml cups of lemonade in litre bottles.

Students calculate the area of four different shapes on a grid.

Students select the correct simplifications for algebraic expressions.

Students factorise algebraic expressions.

Students write and solve linear equations for story problems related to a school dance.

Students write and solve linear equations to describe cooking times.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

Students use rules to work out the number of shapes or matches in spatial patterns, and complete an algebraic rule from a word rule.

Students complete mapping diagrams showing relationships, then list the ordered pairs.

Students draw in the next two shapes in a spatial pattern, complete a table and rules about the pattern, then calculate the number of triangles in the 8th shape.

Students complete equations that give the rule for the general term for a number of spatial patterns.