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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 identify the rule for continuing number patterns then develop their own pattern and write it as a rule.

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.

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

Students describe algebraic expressions in words.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.

Students use a picture of a spinner to calculate the probability of the arrow pointing to the black or white portion of a card.

A newspaper story about a runaway weather balloon with a map that tracks its progress is the context for this assessment. Students read it to answer retrieval and inferential questions.