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This practical task requires students to rank a series of pictures of everyday objects in order from hottest to coldest.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students answer three multiple-choice questions about fossils and how they are formed.

Students deliver an impromptu speech on a picture, word, or object provided by the teacher. Speaking strategies are suggested in the resource. Oral Language Assessment Guide B is suitable for this task.

Students identify the number of faces for different 3-dimensional cube models.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

Students select the correct fraction of toys to click and drag into a suitcase.

Students calculate the area of composite shapes.

Students choose which transformation is being used to continue a pattern.

Students work out the area of different shapes.

Students identify missing numbers and the rule for a growing number pattern.

Students perform addition and multiplication based on information given in decimal form in a table.

Students answer questions that involve time calculations.

Students answer questions about international time differences.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

Students select which person has correctly applied the laws of indices to some problems, and explain their choice.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

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

Students halve and double a range of numbers.

Students estimate a division problem, share their methods, discuss the nice numbers and factors method, and then do more problems using nice numbers and factors.

Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

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.