In this assessment, students select and apply the appropriate mathematical method to find the value of expressions, using the correct order of operations. Additionally, students are asked to plot points on a coordinate plane, given their coordinates, and find the coordinates of points shown on a graph. Furthermore, students are asked to reflect points over the x-axis and the y-axis, and then find the coordinates of the point of reflection.

This assessment was developed by the late Nuriye Singh, who passed away soon after starting to write assessments for the EdVaults as an author. This was her lone contribution to our database, and as such, we are making it available for everyone in her honor. The UN’s Sustainable Development Goals were developed as a shared vision for peace and prosperity that the world's nations have unified around. While the goals are made for a global scale, these issues can be tackled locally. In this assessment, students will write a report where they choose one of the development goals, research and collect online data about it, develop the relevant graphical representations, and propose an idea or solution to be implemented locally to address a problem they have identified. No answer sheet is included for this assessment.

In this assessment, students explore factors of powers of prime numbers (2, 3, 5, etc.) and are guided through a systematic process to find a pattern for the number of factors that powers of prime numbers have. Then, using their findings, they investigate the number of factors of any positive natural number and discover, apply, and justify a method that allows listing all factors of any given number.

In this assessment, students work through two different methods of finding the area of a cover for a circular wishing well using only rectangular pieces with as little extra material as possible. Throughout the task, students apply methods of approximation to get increasingly closer to the actual area of a circle, at first by using a square grid (Achievement Levels 1-4) and then by using an increasing number of rectangular strips (Achievement Levels 5-8). Students explain the level of accuracy and whether their method makes sense.

In this assessment, students are given several diagrams of a bedroom with labeled dimensions of the room and the furniture. Students are then tasked with choosing the best possible heater for the room based on several conditions, such as cost, fit, and space that the heater can heat. The different pieces of furniture in the room are of different shapes, so students need to know how to calculate the areas and volume for each of them.

In this assessment, students will explore patterns in relation to the addition and subtraction of unit fractions. In Part A, students write down their understanding of unit fractions before considering a pattern for the addition of unit fractions. Then, in Part B, students carry out an unguided investigation in order to find patterns when a unit fraction is subtracted from another unit fraction.

In this mathematical investigation, students explore patterns when radicals are raised to different powers (first even powers to help recognize patterns and then odd powers to check that the patterns they found actually works). Then, as they continue working with different radical expressions (raised to even and then odd powers), they discover the rules for writing radical expressions in exponential forms. In mark band 7-8, students expand their investigation into cube roots, 4th roots, and nth roots as well.

In this assessment, students are presented with a scenario that involves using a variable to represent the length of different wall sections in a room that needs to be painted. As students work through the scenario following logical steps in their calculations, they describe their steps, suggest corrections to given estimates, identify polynomial expressions, calculate lengths and areas, and explain/justify the degree of accuracy used and whether the findings make sense. By the end of the task, students find and justify the possible value of the initial variable.