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Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

Task: Answer questions about levers. Assessment focus: levers.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

Students explain subtraction estimation methods used to solve a word problem.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

Students complete a timetable by adding on the time taken for each task.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students identify whether dominoes have been rotated clockwise or anticlockwise, and by how much.

Students show their understanding of clockwise and anticlockwise directions by identifying which objects in a circle a pointer will point at.

Students select and then write the appropriate words for numbers in decimal form.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Students read temperatures on thermometers and identify where changes of temperature would be marked.

Students choose the most appropriate measurement unit - millimetre, centimetre, metre, or kilometre - to measure a range of objects.

Students demonstrate their understanding of place value by identifying numbers shown in a shape-based number system.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: classification keys.

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

Students order times by selecting the appropriate time, written in words, for each of Pirate Pete's morning activities.

Students find the perimeters for range of different 4-sided polygons.

Task: identify features of a spider. Assessment focus: classification of spider.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

Students identify the smallest fraction of a turn so that a shape remains the same.