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Students read temperatures on thermometers and identify where changes of temperature would be marked.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students choose the most appropriate measurement unit - millimetre, centimetre, metre, or kilometre - to measure a range of objects.

Students work out problems about the weight and price of chocolate bars from some given information.

Students write the next two numbers in each of several number patterns.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Students answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.

In this practical task, students estimate and then measure how far they can jump.

In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

Students answer questions that ask them to add and subtract several numbers.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students continue tessellating patterns.

Students order times by selecting the appropriate time, written in words, for each of Pirate Pete's morning activities.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students complete sentences by adding a given noun or pronoun and using an apostrophe as required.

Students complete statements which explore the relationship between scale factor enlargements and length, area, and volume of 2 and 3 dimensional shapes.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

Students identify which transformation has been used to map one shape onto another.

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

Task: identify features of a spider. Assessment focus: classification of spider.

Students suggest why two girls of the same weight go down a slide at different speeds, and then identify the forces acting on the girls. The assessment focus is on the forces of gravity and friction.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.