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Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students interpret a tally chart showing the number of times the phone rang each day for one week.

Students complete a stem-and-leaf graph for teachers' ages from data in a list.

Students construct and give a title for a bar graph of favourite food from data in a tally chart.

Students complete a pictograph for the number of marbles student have from data in a table. The pictograph has a key.

Students explain subtraction estimation methods used to solve a word problem.

Students carry out calculations involving multiplication of whole numbers by decimal numbers.

Students round distances to the nearest 10 or 100.

Students explain multiplication estimation methods used to solve word problems.

Students show how they would carry out estimation of multiplication tasks.

Students convert percentages to decimals.

Students calculate the chances of winning prizes when a prize wheel is spun.

Students identify prime numbers from a series of group sizes and list all the factors of 36.

Students convert fractions to percentages and write percentages in their simplest fractional form.

Students find the biggest and smallest numbers from a list of positive and negative numbers. They add, subtract and multiply using these numbers.

Students calculate and evaluate powers of whole numbers.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

Students complete a table to show whether an event has a 'certain', 'good', 'even', 'poor', or 'impossible' chance of ocurring.

Students draw a tree diagram to show all the possible colour combinations for the walls, carpet, and ceiling of a room.

This task requires students to interpret a stem-and-leaf graph made by a class showing estimates of jelly beans in a jar.

Students identify the invariant properties of a translated and an enlarged shape.

Students identify which transformations could have been performed on pairs of shapes.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

Students construct a tally chart of project marks by grouping the marks, tallying and then totalling each group of marks..