Practical resources

In this practical task, students estimate the length of two common classroom objects, then check their estimates with a ruler.

In this practical task, students estimate, and then measure, the weight of two objects using a number of multi-link cubes, a balance scale and weights.

In this practical task, students estimate, then measure, the weight of two bags using kitchen scales.

In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

In this task students continue a triangular shape pattern with sticks to explore the rule used in the pattern. Students then use their understanding of the pattern rule to continue the pattern without the sticks.

For this practical students make observations on water flow from three holes set at different heights in a container. They also investigate the effect on water flow if the top is on or off the container.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

In this practical task, students estimate the weight of two different sized bags, then check their estimates using kitchen scales.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Students fold pieces of paper shaped as a rectangle, square, and circle to show fractions.

In this practical task, students use a coloured spinner and record the frequency of colours occurring. They then use their findings to record the probability of each event and interpret these.

Students use Cuisenaire rods or Animal strips to make up addition number sentences and record them.

Students use a cut out figure and clothes to record all the possible combinations from 2 shorts, 3 shirts, and 2 caps.

In this practical task students use a paper doll and cut out clothing to work out all possible clothing combinations.

Students use sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

In this practical task, students follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.

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

In this practical task, students interpret information presented in a strip graph, regroup the data, construct a new strip graph, and answer questions about the data.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.