Number and Algebra resources

Students interpret distance-time graphs for a number of scenarios.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Students identify one possible original number from a given rounded number.

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 use tens frames to show how to add and take away numbers to 20.

Students calculate the number of packets of biscuits that need to be sold, and how many house visits are needed to attain a given profit.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.

Students identify the incorrect numbers in given sequential number patterns.

Students describe algebraic expressions in words.

For this NEMP task students show the changes to a trip meter on a speedo after specified distances are travelled.

Students round distances to the nearest 10 or 100.

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

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

Students complete sequential number patterns.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

Students answer four multiple choice questions identifying which three-digit number can be divided by a one-digit number to get a given remainder.

Students select which four-digit numbers can be divided by a one-digit number without a remainder.

Students give answers to basic facts in multiplication and division.

Students solve story problems involving multiplication and division.

Students show how to break given amounts into a number of equal sized groups and find the amount each person gets.