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Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

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

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

Students explore the concept of equality by deciding whether addition sentences are true, false or not proper number sentences.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

Students are required to re-arrange various algebraic equations.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Students decide whether pairs of number expressions are equal to, less than, or greater than each other.

Students select the correct symbol or the correct number to make number sentences true.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

Students use Cuisenaire rods or Animal strips to make up addition number sentences and record them.

Students show how to work out the number of 1-digit that there are in 2-digit numbers.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Students construct a bar graph from the information about what sports Room 8 children would like to play next term.

Students redraw, and re-order, the numbers in a back-to-back stem-and-leaf graph and then answer questions about the new graph.

Students construct and give a title for a bar graph of favourite food from data in a tally chart.

Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

This task requires students to answer questions about a time-series graph for two categories of data over an eight year period.

Students solve mathematical problems involving distance, and identify parts of an algebraic expression.

Students exploit additive identity property to find missing numbers in addition and subtraction equations.

Students show how to solve some addition problems.