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Students answer questions about place value.

Students count amounts of money involving coins and notes.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Students produce a simple written description, using nouns and adjectives with some precision.

Students increase and decrease quantities by given percentages.

Students calculate the number of logs stacked by a group of children using information about the amount paid per log.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

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.

Students demonstrate their understanding of place value by identifying numbers shown in a shape-based number system.

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.

Name the group various animals belong to. Assessment focus: classification.

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.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

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

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Students select the answer for two subtraction problems, select which one they thought was easier, and explain their reasons for this.

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