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Students complete a cloze passage with 25 blanks on octopuses. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

Students complete a cloze passage with 24 blanks on insects. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students decide if a graph is suitable to display category data and explain the reasons.

The traditional fable of 'Hare and Tortoise' is presented as a cloze article in this resource. Students draw on their knowledge of grammar and vocabulary to create well-formed sentences.

Students complete a cloze passage about a type of beetle to create well-formed sentences.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

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

Students find fractional amounts of a total number of Easter eggs.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Students demonstrate their understanding of the effect of division and multiplication involving fractions.

For this NEMP task students read a poem about 'Me' and then write a poem about their own 'special self'.

Students show understanding of probability by selecting a fraction to represent the colours of choosing an article of clothing from a drawer.

Students evaluate how many complete times a number divides into another when there is a remainder.

Students order whole numbers representing numbers of marbles, and heights of children.

Students identify fractions of sets of objects.

Students identify shapes after they have been rotated in 3 dimensions.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

Students identify fractions shown in the picture form.

Students use given sums, differences, and products to identify factors in each basic fact.

Students calculate the weight for different numbers of soccer balls and calculate the weight for a given number of soccer balls.

Students order a set of student's weights from lightest to heaviest and identify the three students needed to equal a given weight total.

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

Students complete a table to describe a spatial pattern, and write an equation to express the rule.

Students identify lowest and highest values from 2- and 3-digit whole numbers.