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Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Students select an appropriate simple algebraic expression for a number of different situations.

Students express proportions as percentages and calculate percentages.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students interpret distance-time graphs for a number of scenarios.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Students identify the multiples and common multiples of numbers between 2 and 7 within given number ranges.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

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.

Students demonstrate their understanding of the order of operations and placing brackets.

A newspaper article on the Wearable Art show is the context for this resource, with five short written response comprehension questions.

Task: Answer three questions. Assessment focus: condensation.

Students are required to identify and interpret the metaphors in two short poems.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students estimate a subtraction problem, share their methods, discuss the rounding one number method, and then do more problems by rounding one number.

Students label given fractions of cake, and identify the remaining fraction.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Students determine the probability of finding a lost cat in various locations marked on a grid map.