Maths resources

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students choose the best type of graph for a selection of sets of data.

In this practical task students drag fractions of different fish onto the body of a shark.

Students complete a diagram to show basic fractions of a journey to school in order from smallest to largest.

Students use a map to help them describe the shortest route away from and back to two New Zealand cities.

Students compare fractions, identify which is larger, and explain or show their reasoning.

Students match given fractions to images of milk bottles to show how full each bottle is.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

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 solve word problems which require division by 10, 100 or 1000.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

Students show their understanding of probability by identifying the shapes most and least likely to be drawn from a bag.

Students select the correct way to describe where a toy is located on a shelf.

Students demonstrate their understanding of place value by identifying smallest and largest 3-digit money values, and by calculating the number of 10s in given amounts.

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

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

Students match three dimensional shapes with nets that could be folded to make them.

Students use the statements 'impossible', 'unlikely', 'likely', and 'certain' to describe events.

This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.

Students work out how many triangular prism shapes there are in larger cuboid, and answer questions about volume of both shapes.

Students calculate the number of rocks in a wall set up as an array.

Students continue sequential spatial patterns of triangles and circles.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.