Maths resources

Students interpret a table of distances for a long jump competition, written to two decimal places, finding the longest and shortest jumps and ordering sets of three numbers.

Students select the correct statement that matches a given graph.

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

Students complete a table to show the amount of money paid for work, and finish a rule to describe the relationship.

Students interpret a graph of the Hare's Progress to answer questions about rate, rest, and reading sections of the graph. They also identify the constant motion of the tortoise and explain the result of the race.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students answer questions and make statements based on information presented in a frequency table.

Students perform addition calculations based on information given in a table.

For this NEMP task students perform a range of multiplication and division calculations using whole numbers and decimals.

For this NEMP task students complete a series of number patterns.

Students use linear equations to help them solve word problems about the cost of computer repairs.

Students find a missing number which has been multiplied by another number rather than being divided by it.

Students complete linear equations for given word problems involving multiplication.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students identify parts of an algebraic equation and use the equation to calculate dog's weights for a given total.

Students complete a table to solve a number pattern increasing by a factor of five.

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

For this NEMP task students complete a table for a linear equation about fuel consumption.

This practical task requires students to use straws to build up a linear pattern. Students then predict the number of straws needed for successive patterns and explain their rule.

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Students complete a table to describe a spatial sequential pattern.

Students interpret a line graph of a practical situation.