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Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

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

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

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

Students listen to a folktale then recall information from it by answering multiple-choice questions.

Students solve linear equations based on pizza orders and cooking times.

Students classify a range of animals as mammals, birds, or fish.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students describe the shape of two distinctive dot plots showing different data.

Students read the description of a number of surveys and explain why the sample is biased.

Students explain multiplication estimation methods used to solve word problems.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Students estimate an addition problem, share their methods, discuss the rounding method, and then do more problems using rounding.

Students use the commutative property to find missing numbers in equations and explain the property.

Students solve mathematical problems involving weight. They also identify parts of the related linear equations.

Students calculate the charges for lawn mowing expressed as rate plus set-up cost.

Students compare the overall distribution of two graphs and describe their reasons.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students compare the area of two different triangles.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students identify multiples of 5 and of 3, and explain their reasoning.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.