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Students convert units of weight - milligram, gram, kilogram, and tonne, in order to answer questions about potatoes.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Students use a calendar to answer questions about the days flowers are planted.

In this practical task students demonstrate their understanding of the meaning of 3 digit numbers by following oral instructions to create numbers on a calculator.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

Students are provided with a food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

Students convert between millilitres, litres, pints and gallons, and kilometres and miles.

Students present a 'show and tell' for a small group. The focus includes discussion, handling questions, and bringing the session to a close. Speaking assessment guide C (Peer assessment) is suitable for this task.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

A brief poem about hedgehogs is read to students who then answer retrieval and inferential questions.

Students use a table of some substances and their pHs to answer four questions.

Students select answers to show which child has the best chance of selecting their favourite coloured marble from a bag.

Students calculate the cost of multiple CDs given the unit cost for a single CD.

Students interpret distance-time graphs for a number of scenarios.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Students answer questions and make time calculations based on a camp timetable.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students show how to divide 3-digit whole numbers into equal sized groups and identify any remainder.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

Students find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.

Students show that given a fractional part they can show the whole shape or another fractional part.