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Students select the correct written definition of the words element, compound, and mixture.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Students answer questions and make statements based on information presented in a frequency table.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Students construct and label a histogram of tulip heights from data in a table. They also answer questions about range, mode, median and mean.

Students study a box-and-whisker graph of Social Studies marks for 4 classes. They answer questions interpreting the data, and comparing, range and best performance.

Students show given times on an analogue clock, and answer a question about difference in time.

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

Students answer questions about a stem-and-leaf graph which shows the distances some students threw a netball.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

Students complete a bar graph from information in a tally chart about the ages of students and interpret the data by answering questions.

Students answer questions about a bar graph showing favourite ice-cream flavours. No calculation needed.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students answer questions that involve adding two or three numbers.

Students compare the overall distribution of two dot plots and describe their reasons.

Students explore the additive identity by completing open number sentences.

Students use given numbers to work out rules for number machines.