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Using a diagram of a spinner, students choose the chances of the arrow landing on particular numbers.

Students read a poem about air to answer retrieval and inferential questions. SJ-2-2-1999. Text provided.

Students compare the overall distribution of two dot plots and describe their reasons.

Students identify the shaded fraction of a number of different shapes.

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students complete linear equations for given word problems involving multiplication.

Students give grid references, and drag and drop grid references onto a grid.

Students explain why a range of students' answers to a maths problem are incorrect.

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

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.

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

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.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

In this practical task, students estimate, then measure, the length of two objects using a ruler.

Students calculate the shapes with the largest and smallest perimeter and identify a relationship between the features of a shape and the perimeter.

Students select from a set of numbers to show the closest number to each population fact.

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