Thinking resources

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students use number properties to solve problems without calculating.

Students complete 3 x 3 addition arrays by using whole numbers and algebraic expressions.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Students write arguments for and against school rules.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Students outline a test they could do to show if a substance is a metal or not.

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

Task: Plan a fair test to see if adding salt water to water affects how long it takes to freeze. Assessment focus: managing variables.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students use problem-solving strategies to work out how to carry two men and two children across a river using one canoe. Students record their solution on a sheet provided.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students use the ideas from a brainstorm to write six sentences about caring for pets.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.