Refine Current Search

Students select the best word to describe lines found on musical symbols.

Students work out which row of coins represents a given amount.

In this practical task, students use plastic coins and paper notes to work out three different ways to make the same amount of money.

Students use a table of information to answer questions about descriptions of different substances.

Students order a 1- and 2- digit number series and a 3 digit number series.

Students read scales from a car speedometer.

Students use digit cards to create 3-digit whole numbers and identify smallest and largest values.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

Students draw reflections of shapes in given mirror lines.

Students draw lines of symmetry on everyday objects.

Students identify how many smaller units make up a larger unit of time measurement, e.g. hours in a day.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

For this NEMP task students write a letter to a bookshop requesting information about a book.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

Students write arguments for and against school rules.

Students use addition and subtraction to solve story problems and show their equations.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurements decisions.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of probability events happening.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Students work out how many small boxes fit into a larger carton.

Students complete subtraction and division linear equations with brackets by selecting from a range of numbers.