Thinking resources

Students explain what an adjective is and identify adjectives in some sentences.

Students identify statements of fact from a range of statements.

Students produce a simple written description, using nouns and adjectives with some precision.

Students cut out tangram shapes and arrange them to fit into the outline of three different drawings of everyday items.

Students display their knowledge of algorithms by filling in missing digits for some computations.

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students use a number line to identify the best answer for addition and multiplication of numbers with fractions.

Students complete a table showing the number of rungs for different sized ladders. They complete a sentence stating the rule to calculate the number of rungs given the length, and use the rule to identify if a ladder, at a lean, will reach a given height and show their working.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

Students exploit additive identity property to find missing numbers in addition and subtraction equations.

Students complete 3 multiplication arrays by selecting from given numbers.

Students interpret back-to-back stem-and-leaf graphs. Knowledge of the median is required.

Students create a character vignette with a focus on writing pieces that are 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 produce a simple written description, using nouns and adjectives with some precision.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

For this NEMP task students represent the number six in ten different ways using the four arithmetic operations.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

Students read an extract from the narrative 'The Adventures of Huckleberry Finn' and answer a combination of multiple-choice and short answer questions.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

From visual stimuli and a series of simple statements that describe physical attributes, students identify which animal is being described.

From visual stimuli and a series of simple statements that describe personal attributes, students identify which person is being described.