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Students complete subtraction equations by selecting from a range of numbers.

Students complete division equations by selecting from given numbers.

Students complete division equations by selecting from given numbers.

Students record times as a.m. or p.m. onto notices for everyday events.

Students colour and cut out 4 shapes and fit them together to make tessellating patterns.

Students identify what shapes look like when rotated through half and quarter turns.

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

Students identify similar shapes of all sizes from a given drawing.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

Students locate co-ordinates on a grid, then plot a further co-ordinate.

Students complete a spatial sequential pattern, record the pattern in a table, and complete a statement about the pattern's rule.

Students complete number patterns, identifying and creating rules.

Students complete number patterns and express the rules in words.

Students identify the co-ordinates of points required to make the shapes of letters of the alphabet (L, T, and K) on a grid.

Students work out the number of cans in a stack of a given height, and complete a sentence that states the rule.

Task: Order wheels according to technological development, then answer questions about advantages and disadvantages of different wheels. Assessment focus: how wheels work.

Task: Match simple machines to items, select length of bar to lift a rock, and draw how to set up bar and a block of wood to lift the rock. Assessment focus: levers.

Task: Identify which car will be coolest and explain why. Assessment focus: air currents.

Task: Select what would happen when like poles of a magnet come together, and explain why a plastic rather than a metal car was used in the investigation. Assessment focus: magnetism.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

For this task students are provided with a diagram of a landslip and an example of a possible cause of this. Students are required to list four other possible causes of landslips.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.