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In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

This task assesses students' understanding of the use of capital letters in titles by asking them to put capital letters in 11 TV programme titles.

Students explain why two people will get different totals when measuring a room using their hand span.

Students work out area, length and angles of a shape after enlargement.

Students identify the number of faces for different 3-dimensional models.

Students decide on the best sample of students for a given survey and answer a multiple choice question. They also answer a question on sample size for best accuracy.

Students find and write the numbers to complete equations that add to 10.

In this task students continue a triangular shape pattern with sticks to explore the rule used in the pattern. Students then use their understanding of the pattern rule to continue the pattern without the sticks.

Students read statements about a dot plot and indicate whether the statements are true or false.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

Students show their understanding of the properties of zero and one, by filling in the missing numbers or signs (+ or ×) in a range of equations.

Students demonstrate their understanding of the properties of one and zero by completing missing numbers or operations in equations.

Students complete linear equations for three practical word problems.

Students outline a test they could do to show if a substance is a metal or not.

Students interpret a table of distances for a long jump competition, written to two decimal places, finding the longest and shortest jumps and ordering sets of three numbers.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.

Students are given diagrams representing the three states of matter. Students answer four questions relating to these.

Task: Plan a fair test to see if adding salt water to water affects how long it takes to freeze. Assessment focus: managing variables.

Students perform addition calculations based on information given in a table.

Students calculate length and area of colours on the Danish flag.

In this practical task, students estimate, then measure, the volume of two containers using a measuring jug.