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Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

Students use a diagram of, and information about a measuring cup (a cone) to calculate and answer questions about volume.

Students read scales from pictures of everyday measuring equipment.

This task requires students to exhibit multiplication basic facts, and answer story problems about vegetables that require multiplication.

Students are required to read three poems, identify the animal that the object in each poem is being compared with, and identify the ways in which the look or movement of the objects are described so that they seem like these animals.

Students use addition and subtraction to calculate temperatures over periods of time.

Students read excerpts from a speech and identify seven features of the language and describe their intended effect on an audience.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Students write the bearing and distance of a number of objects on a radar screen.

Students identify which shapes are identical to a given shape that have been rotated.

Students identify the correct change from purchasing food at a food bar.

Students share out sets of counters into equal-sized groups.

Students use a video clip as the stimulus for completing a poem. Scaffolds are provided for this process.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Students convert units of weight - milligram, gram, kilogram, and tonne, in order to answer questions about potatoes.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

Students give reasons for and against saving endangered animals or plants.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

Students solve number problems involving prices which include and exclude sales tax.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

The parts of a book provide the context for this resource with 12 questions on the various components of a book.