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Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

Students draw a line from the type of bee to the bee's job in the hive.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.

Task: answer two questions about features of bats. Assessment focus: classification.

Using place value blocks students demonstrate their ability to explain the meaning of digits in decimal numbers up to 3 decimal places.

Students order whole and decimal numbers from smallest to largest.

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students fold and cut paper to make symmetrical shapes.

For this task students are required to demonstrate their understanding of transformations. On three separate grids, they translate, reflect and rotate the same basic shape.

Students cut out 2-dimensional shapes and enlarge them by factors of 2 and 3 using paper squares.

Students construct enlargements of 2-dimensional shapes using sticks.

Students calculate the area of four different triangle shapes on a grid.

This task requires students to describe the three transformations an animal picture has gone through, choosing from reflection, rotation, translation, and enlargement.

Students calculate the area of a range of 2-dimensional shapes in unit squares.

Students use a movie timetable advertisement to answer questions about the movies being shown to test their understanding of a.m. and p.m.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students interpret a dot plot showing the number of books read by a class of students.

This practical task requires students to record data, which is read out to them, on a stem-and-leaf graph. The leaves are then ordered into a second graph and the graph interpreted.

Students complete a pictograph showing the results of a survey about favourite rugby teams.

Students calculate the cost of a set of books given unit prices for an individual book.

Students complete equations by subtracting given numbers on a subtraction wheel.

Students interpret a pie graph to answer multiple choice questions.

Students draw reflections of words in a horizontal axis.