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Students solve a number of mathematical problems involving money and distance, and compare the results to identify the cheapest taxi company.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

This comprehension task assesses student ability to evaluate the ideas and information in a text about an environmental issue. Students are asked to read a text, then respond to four questions. SJ-4-3-2005. Text provided.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students work out which row of coins represents a given amount.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

Students match bar graphs to tally charts.

Students identify decimal numbers on a number line.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

Students select the correct fraction of toys to click and drag into a toy box.

Students select the correct fraction of fruits to click and drag into a bowl.

Students put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.

Students choose which transformation is being used to continue a pattern.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Students solve subtraction word problems.

Students answer three multiple-choice questions about fossils and how they are formed.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of probability events happening.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students identify the repeating part of patterns.