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Students convert between millilitres, litres, pints and gallons, and kilometres and miles.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.

Students expand and simplify algebraic expressions based on measurements of a path around a lawn.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

In this practical task students use a ruler, a protractor, and a compass to enlarge an arrow by two given scale factors. They then complete a table to show the invariant properties.

Students enlarge a diagram to a given scale.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

From two different street sign pictures and their enlargements, students are to identify the scale factor of each enlargement and either a missing length or the missing factor when enlarging the area.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

This task requires students to draw, on a grid, an enlargement of a radio station logo. The scale factor and the centre of enlargement are given. Students answer a question about the area of the original compared to the enlarged logo.

In this practical task, students estimate the weight of two different sized bags, then check their estimates using kitchen scales.

Students answer questions about weight and number of packets of biscuits for a school fundraising project.

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

Students convert units of weight - grams and kilograms - to answer questions a range of food items.

In this practical task, students estimate, then measure, the weight of two bags using kitchen scales.

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.

Students identify the largest weight of cuts of meat, and convert kilograms into grams.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students outline a test they could do to show if a substance is a metal or not.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.