Maths resources

Students write down an explanation of how the front-end estimation strategy works in addition problems to give information on their understanding of the strategy.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students estimate an addition problem, share their methods, discuss the rounding method, and then do more problems using rounding.

Students perform decimal multiplication and division involving the cost of material, without the use of a calculator.

Students use estimation strategies to calculate the number of vegetables they can buy with given amounts of money.

Students show or explain how two different fraction numbers can represent the same fraction.

Students show that they can picture the whole shape when given a fractional part.

Students demonstrate their understanding of standard form numbers by ordering given numbers from smallest to largest and by identifying the larger of two numbers.

Students show how they find the value of an unknown number in a range of linear equations.

Students use the commutative property to find missing numbers in equations and explain the property.

Students find the unknown for a range of equations that require number property knowledge and understanding of relational thinking.

Students use substitution to calculate the cost and length of time taken to repair washing machines, and formulate and solve a related linear equation.

Students solve mathematical problems involving weight. They also identify parts of the related linear equations.

Students calculate the charges for lawn mowing expressed as rate plus set-up cost.

Students compare the overall distribution of two graphs and describe their reasons.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students compare the area of two different triangles.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students identify multiples of 5 and of 3, and explain their reasoning.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

Students identify turns as left or right to describe a path taken on a simple street map.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

Students respond to and give directions about a simple path on a map involving right or left turns.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students display their knowledge of algorithms by filling in missing digits for some computations.