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Task: Complete a diagram to show where two people will sit on a seesaw to balance it, and explain answer.

Task: Answer questions about eggs put into water of different densities. Assessment focus: density.

Students interpret information presented in a pie graph to answer questions.

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.

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students show or explain how to share cakes and pizzas equally amongst a number of people.

Students convert percentages to decimal numbers.

Students identify the shaded fraction of a number of different shapes.

This task is about using multiplication, division and subtraction to solve problems involving money.

Using a set unit cost students find total costs for given quantities, and find the quantity for a given total cost.

Students work out what fractions of shapes have been shaded.

Students use estimation strategies to calculate the number of vegetables they can buy with given amounts of money.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students order fractions from smallest to greatest, and work out fractions of an amount.

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Students work out area, length and angles of a shape after enlargement.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students solve and write appropriate equations for story problems.

Student solve multiplication and division problems that involve money.

Students use a picture of a spinner to calculate the probability of the arrow pointing to the black or white portion of a card.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

This practical task requires students to use straws to build up a linear pattern. Students then predict the number of straws needed for successive patterns and explain their rule.

Students solve a number of mathematical problems for practical situations involving total amounts, age and time.

Students use given information to solve a story problem about paper deliveries and identify the correct algebraic equation for the answer. They also write an algebraic equation for a similar story problem.