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Students are asked to study a stem-and-leaf graph on armspan of students and answer questions interpreting the data.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Students find and show given fractions of shapes and sets of counters.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

Students read a narrative about how a girl deals with her anxiety over Sports Day. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-2-3-2009. Text provided.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Students identify the approximate capacities of everyday containers.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Students place decimal numbers in the correct order and position on a number line.

Students describe a functional rule for two spatial patterns.

Students interpret a line graph showing how high a skyrocket travelled over time.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students answer questions and make statements based on information presented in a frequency table.

This task requires students to answer questions about a tally chart of the number of planes taking off from an airport.

The assessment focus is on an informative speech to a small group about a famous person. Student directions, a checklist, and scoring guides are included.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

Students match each planet to its correct description.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Students study a poster about the benefits of exercise and make inferences from written and visual information.

Students interpret and answer questions from a bus timetable including some time calculations.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.