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Students select a true statement about the area of three shapes on a grid.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

Students identify the types of angles made by known landmarks.

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students identify the angle of different objects and movements.

Students identify the angle of different objects and movements.

Task: Plan a fair test to see which of two solar showers of different colours heats up more. Assessment focus: controlling variables.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

Students suggest ways to prevent a steep bank slipping. The assessment focus is application of their knowledge about erosion.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Students convert percentages to decimals.

Students show their understanding of reflection by drawing in the reflected images of four shapes along mirror lines.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Students calculate the length of a builder's string line.

Students answer four questions about flight times on a flight schedule.

Students interpret information presented in a bar graph to answer questions.

Students interpret information presented in a bar graph to answer questions and calculate averages.

Students work out how long a race took given the starting and finishing time. Answers are split into hours, minutes and seconds.

Students answer questions that involve converting between different ways of telling time.

Students work out time calculations involving 24 hour time.

Students answer questions about the difference between a range of given times in minutes.

Students identify the angles of rotation that enable shapes to fit onto themselves.