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Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students use number lines to show their understanding of commutativity.

Students use number lines to show their understanding of commutativity.

Students complete mapping diagrams showing relationships, then list the ordered pairs.

Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

Students construct a graph for each linear equation given.

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students identify and graph ordered pairs for the relationship ‘is a multiple of’.

Students locate co-ordinates on a grid, then plot a further co-ordinate.

Students identify the co-ordinates of points required to make the shapes of letters of the alphabet (L, T, and K) on a grid.

Students complete and interpret a graph to answer questions about time, distance and speed.

Students interpret a graph of a child's feelings for different times and activities during a day.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students select the correct equation to describe a series of graphs.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.

Students interpret distance-time graphs for a number of scenarios.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

Students interpret a graph of a bike trip to answer questions about time and distance.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.