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Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

Students read an article about the development of safety glass to answer retrieval and inferential questions.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Student use an extract from a telephone directory to answer questions identifying phone numbers, fax numbers, and internet address.

Students calculate the lengths of circles and straight lines on an oval athletics track from its given radius and total length, and show their working.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students work out the time based on how much a candle burns down.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Students use a protractor to find given angles and draw angles of given degrees.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

Students measure images of objects on a centimetre ruler.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students study a box-and-whisker graph of community fundraising, and answer questions interpreting the data.

Students read a poem and its visual text to answer inferential questions. SJ-1-2-1993.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

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

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

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

Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.