Refine Current Search

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Using grids, students enlarge shapes by different scale factors.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

Students complete a table showing times to boil different quantities of water. They identify the rule that relates the amount of water to boiling time and use it to answer questions.

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

Students write a story about the water cycle using a given sequence of events that take place.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Students draw a line from each paper type to a description of each paper's properties.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

Students list advantages and disadvantages of recycling. The assessment focuses on students' ability to identify impacts on the environment and its inhabitants (including people).

Students give reasons for and against saving endangered animals or plants.

Students are asked to provide reasons for and against having zoos.

Students interpret seven business logos that are each presented with a single short written response question about a design feature.

Students complete a stem and leaf graph about students' test scores and answer questions on mode, spread and range.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

This task requires students to answer questions about a stem-and-leaf graph of the lengths of seventeen frogs.

This task requires students to interpret and answer questions about a tally chart showing the number of trucks passing a given point.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

Students describe a functional rule for two spatial patterns.

Students break given numbers into equal sized groups. Students must show their working.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.