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Students describe a variable in a linear equation, solve the equation, and complete a second equation relating to weights.

Students answer questions that require calculations with distance, time and speed.

Students construct and label a line graph of time spent on Maths and Science homework, and answer questions interpreting the data.

An illustration on a roller coaster ride is the context for questions on lettering, movement lines, and interpreting illustrations showing body language and emotions. SJ-1-2-1997, pages 20-21 are required.

Students answer questions about time and average speed given a rate of walking.

Students complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

Students answer questions and calculate means and ranges from a composite histogram of rainfall in two towns.

Students interpret a graph of taxi company charges to show which company is cheaper and complete a rule for each company's charges. They also identify the distance at which each company charges the same amount.

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

Students solve and write simple linear equations about the number of balls in a cylinder.

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern

Students express a distance as a percentage of the distance of a whole journey, and calculate percentages or fractions of parts of the journey.

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.

Students interpret a line graph to answer 4 multiple choice questions about a car along a racing track.

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.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

This practical resource requires students to demonstrate some phases of the Moon.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.