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Students construct 3-dimensional shapes from plasticine and predict what the cross-section will be prior to cutting it.

This punctuation resource is on the use of brackets. Students explain when brackets are used, then insert them into four sentences.

Students draw cross-sections of different 3-dimensional objects.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

In this practical task, students work in small groups to present a dance based on geometric concepts.

Students evaluate and simplify algebraic expressions for the side lengths and perimeter of a composite shape. They then find x for a given perimeter.

Students create and solve number sentences that represent story problems.

Students use linear equations to help them solve word problems about the cost of computer repairs.

Students use coloured beads to make repeating pattern. They then identify the colour of specific beads in the pattern and explain how to work this out.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

Students add the numbers shown on three dice.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.

Students select answers that demonstrate their understanding of alphabetical order.

Students write a report which gives details about a problem, gives reasons for the problem, and suggests how it might be fixed.

This task assesses a student's ability to persuade an audience to agree with their opinion. Some speech topics and a checklist are provided.

Students cut out pictures and use them to show all the different possible combinations of two sets of objects.

Students show, interpret, and do calculations on times in both analogue and digital forms.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

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

Students cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

Students create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

This task has students writing about themselves. Assessment focus: the use of capitals.