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Students identify the measure of temperature off linear scales.

Students use given rules to complete a series of number patterns.

Students select the most appropriate unit of time for a series of everyday activities.

Students calculate the volume of 3-dimensional shapes made up from cubes.

This resource assesses student knowledge of six language terms used in debating. Students match the language terms with their definitions.

Students use their knowledge of vertically opposite angles, adjacent angles on a straight line, and angles at a point to identify unknown angles in everyday shapes.

Task: Describe how energy is transformed in three situations. Assessment focus: energy transformation.

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

Students explain subtraction estimation methods used to solve a word problem.

Students are required to write down some relevant questions about the Moon's surface that they would ask an astronaut who has just returned to the Earth from the Moon.

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

Students identify whether dominoes have been rotated clockwise or anticlockwise, and by how much.

Students show their understanding of clockwise and anticlockwise directions by identifying which objects in a circle a pointer will point at.

Students select and then write the appropriate words for numbers in decimal form.

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.

Students read temperatures on thermometers and identify where changes of temperature would be marked.

Students choose the most appropriate measurement unit - millimetre, centimetre, metre, or kilometre - to measure a range of objects.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Students order times by selecting the appropriate time, written in words, for each of Pirate Pete's morning activities.

Task: identify features of a spider. Assessment focus: classification of spider.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.