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Students calculate the areas of four composite shapes.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Students sort shapes using two attributes, and recognise where the attributes overlap.

Students read a visual and written text about native plants and animals to answer retrieval and inferential questions.

Students select the correct name for regular quadrilateral shapes.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Students draw reflections of an object with a mirror line.

Students describe a variable in a linear equation, solve the equation, and complete a second equation relating to weights.

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

In this resource students read bullet points about different cultures and answer information retrieval questions.

Students identify which transformations could have been used one shape onto another.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) SJ-2-1-2006. Text provided.

A poem about fleas from a School Journal is the context for this resource. The assessment focus is on making inferences. SJ-3-1-1999. Text provided.

Students use multiplication to solve problems about window cleaning an office building.

Students complete a cloze passage with 20 blanks on polio to create well-formed sentences.

Students write decimal fractions as percentages.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Students calculate an average and a percentage from raw data and comment on these findings.

From a selection of grammar terms, students assign the appropriate terms to the parts within two sentences.

Students show understanding of range, median, and mode by completing statements about a set of classroom test data.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Task: Answer two questions. Assessment focus: insulation.