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Students explore multiplicative relationships by completing multiplication equations.

Students explore multiplicative relationships by completing multiplication equations using a restricted range of numbers.

Students work out how many small boxes fit into a larger carton.

Students categorise 3-dimensional objects into cubes, cuboids (rectangular prisms), cylinders, cones, spheres, and pyramids.

Students identify nets that can fold to make a cube and explain how they know.

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

Students estimate the temperature and indicate it on a thermometer.

Students use plastic money to explore and continue a number pattern about going to a disco. They then describe the pattern.

Students complete rules for number patterns generated using a calculator.

Students complete two number patterns and write down a rule for each.

Students use given numbers to work out rules for number machines.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

Student solve multiplication and division problems that involve money.

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.

Students design an advertisement to sell a bike.

Students use a number line to show how to solve whole number subtraction problems.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

Students complete a table to show the amount of money paid for work, and finish a rule to describe the relationship.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Students state if each of four jars containing different substances would sink or float.

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

Task: complete two multiple choice questions. Assessment focus: respiration of marine mammals and fish.

Students complete a table to describe a spatial sequential pattern.

Students use coloured beads to explore and continue a spatial pattern. They then describe the pattern.