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Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

An account of a fishing adventure in a lagoon provides the content for this cloze exercise. Students use their vocabulary and knowledge of grammar to create well-formed sentences.

This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.

This assessment task has students writing a short conversation between friends, using speech marks that have been modelled in the task.

Students calculate the probability of choosing certain Scrabble letters.

Students identify and write down two examples each of discrete data and continuous data.

Students show the number of people in a survey as a fraction and indicate their understanding of sampling.

Students interpret back-to-back stem-and-leaf graphs. Knowledge of the median is required.

Students interpret a box-and-whisker graph of maximum daily temperatures over time.

Students construct a box-and-whisker graph from data in a table about the results of two classes' geography tests.

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 identify directions on a grid map as vector co-ordinates.

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students use Pythagoras' theorem to decide whether triangles are right-angled based on the lengths of their sides.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students redraw a picture of a fish onto a distorted grid.

Students draw reflections of three shapes in mirror lines.

Students complete a chart showing original shapes, rotation instructions, and the shapes after rotation.

Students select the correct name for regular quadrilateral shapes.

On a grid, students enlarge the net for a box by a scale factor of 3.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Students use given shapes to cover grids in tessellating patterns.

Students choose the correct trigonometric ratio which would be used to calculate a missing length in two practical problems.