Thinking resources

Students are required to critique a survey and design another useful question to be included.

The assessment focus is on student ability to identify details that support the main idea of a text, and to identify where the main idea is developed.

This comprehension task assesses student ability to identify important information to establish the main idea of a transactional text about blushing. SJ-4-1-2006. Text provided.

Students read a poem about air to answer retrieval and inferential questions. SJ-2-2-1999. Text provided.

Students predict whether two dice games are fair and give their reasons. They then play each game (investigate) fifty times and explain their results.

Students predict the outcome of throwing five dice and confirm their predictions by conducting an experiment and calculating probabilities. After discussing how to get better estimates, they pool their results with others to get a more accurate estimate of how good their predictions were.

Students throw two dice, add the numbers together, construct a tally chart of results, and compare theoretical with observed outcome.

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students calculate an average and a percentage from raw data and comment on these findings.

Students conduct a statistical investigation into the sentence length of different types of books by making and comparing dot plots.

Students write algebraic expressions which make equations true.

Students complete 3 multiplication arrays by selecting from given numbers.

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

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 demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

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

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.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.

In this practical task students design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

Students write arguments for and against school rules.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.