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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 identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students identify positions on a grid using grid references.

Students identify distances and mark positions on a treasure map with a scale.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

Students complete a line graph to show the daily height of a lettuce plant, giving their graph a title and labelling both axes.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Students decide whether a graph is suitable to display category data and explain their answer.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

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.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.