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Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

Students read a text on shoplifting to answer retrieval and inferential questions.

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

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.

Students evaluate and simplify algebraic expressions for the side lengths and perimeter of a composite shape. They then find x for a given perimeter.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Task: Complete a drawing of things found in or near a waterway, and describe relationships between them. Assessment focus: interdependence in a waterways environment.

Students listen to a folktale to recall information and make inferences.

Students listen to a narrative about an unusual mouse and then respond to 6 multiple-choice questions.

Students listen to a text about cacti and recall information from it in multiple-choice questions. SJ-2-3-1993. Text not provided.

The native bird the kakapo is the subject of this listening comprehension assessment. SJ-2-3-1992. Text not provided.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.

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

Students decide which statement about a dot plot is incorrect and explain their reasoning.

A lively narrative about a pig hunt provides the context for this listening comprehension resource. Students recall information and make inferences.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students complete open number sentences to show their understanding of equality.

Students complete open number sentences to show their understanding of equality.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

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

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

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.