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Students interpret a calendar of the month of December.

Students calculate or estimate the area for each of three shapes on a grid.

Students identify the correct unit of measurement that would be used for the weight or length of a range of everyday objects.

Students calculate the time taken for bus travel and zoo feeding times based on analogue clocks showing start and finish times.

Students solve practical word problems.

Students calculate the area of a range of rectangular shapes.

Students select the correct symbol (greater than, equal to, less than) to complete statements about the number of lollies in a bag.

This task is about using multiplication, division and subtraction to solve problems involving money.

Students decide if the height, length, or width of everyday objects is less than, or more than, one metre.

Students predict the likelihood of picking coloured counters out of a box.

Using a set unit cost students find total costs for given quantities, and find the quantity for a given total cost.

Students interpret a line graph showing the running speed of different animals.

Students identify even and odd numbers from given lists.

Students demonstrate their understanding of place value by identifying smallest and largest 3-digit money values, and by calculating the number of 10s in given amounts.

Students match three dimensional shapes with nets that could be folded to make them.

Students calculate the number of rocks in a wall set up as an array.

Students order three digit scores from a sports day, and identify those scores over a certain number.

Students select the best unit measure of length for a number of situations.

Students decide whether the times written in words under analogue clocks are correct.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.

Students use a diagram of a solar eclipse to answer four questions.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.