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Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students answer questions about a stem-and-leaf graph which shows the distances some students threw a netball.

Students read an article on cold water survival and retrieve information from this text.

Students complete and total a tally chart of food left from Tiare's party.

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

Students complete the total and mean columns in a table of sunshine hours. They then construct a bar graph and make a statement comparing some of the data.

Students construct and give a title for a bar graph of favourite food from data in a tally chart.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Students complete a pictograph for the number of marbles student have from data in a table. The pictograph has a key.

Students complete three pie charts involving spending, using data in the form of proportions and amounts spent on certain activities.

Students interpret a graph of a bike trip to answer questions about time and distance.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

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.

Task: sort cards into groups. Assessment focus: classification

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

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

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 explain how two armoured reptiles' adaptations protect them from being eaten by predators.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

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

Students complete addition and multiplication linear equations by selecting from a range of numbers.