The activities problem solving, modelling, and reasoning are identified as central educational goals. However, the role they play in class teaching also depends on whether they are tested in central examinations. To assess the significance of the these three competencies for mathematics classes, an analysis of all tasks (document analysis) of the central final examination after year 10 (ZP10) of the state of North Rhine-Westphalia since its introduction in 2007 up to 2019 was conducted: A total of 1886 tasks from 68 examination documents were analyzed, with each competency being coded on a four-level scale. The results show that hardly more than a minimum requirement is demanded in terms of the competences mentioned.