Maths resources

Students draw five different views of a 3-dimensional cube model.

Students use a net of a cube to identify opposite faces and what the cube would look like when constructed.

Students identify the number of visible faces on 3-dimensional cube models.

Students identify shapes after they have been rotated in 3 dimensions.

Students round distances to the nearest 10 or 100.

Students drag and drop to sort 2-dimensional shapes into three categories based on the number of sides, curved sides, or corners the shape has.

Students explain why one set of data is discrete and another is continuous.

Students calculate the number of free gifts distributed at a Tennis Championship given the number of people entering and the frequency of the gifts given away.

Students show probabilities by shading a spinner.

Students answer two multiple-choice questions about the number of smaller blocks that fit into larger cuboid containers.

Students write 3-digit whole numbers in compact and expanded form.

Students identify numbers using clues which give the range within which each number falls and two factors with their remainder.

Students identify place names that children on a map of Pirate Island will be facing after making clockwise or anticlockwise turns.

Students identify the 2-dimensional shapes on a robot's body.

Students use multiplication to solve problems about window cleaning an office building.

Students interpret data presented in a frequency table to calculate percentages and make comparisons.

Students record the number of different shapes on a tally chart and total each.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

Students use given ratios to determine the number of people performing kapa haka.

Students complete sequential number patterns.

This practical task requires you to estimate the dimensions of a room, then check with a metre ruler and calculate the volume of the room.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.

Students construct a back-to-back stem-and-leaf graph of softball throwing distances from two sets of data.

Using data given in a table, students are required to construct a double line graph on the axes provided.