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Students calculate and record the length and height of coins in centimetres and metres.

Students calculate the distance travelled by the tips of the hands on a clock, and calculate the speed of one of the tips.

Students are required to read an article, answer questions and complete a retrieval chart.

Students determine the probability of events related to a grid map.

Students calculate the area of composite shapes.

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

Students calculate the number of free gifts distributed at a Tennis Championship given the number of people entering and the frequency of the gifts given away.

Students identify place names that children on a map of Pirate Island will be facing after making clockwise or anticlockwise turns.

In this practical task, students estimate how many multi-link blocks equal the length of two common classroom items. They then check their estimate with the blocks, then measure with a ruler.

Students give answers to basic facts in multiplication and division.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Students identify odd and even numbers from a series of numbers and from a word problem. They then explain how to identify an odd number.

Students solve multiplication problems involving negative numbers, finding the biggest and the smallest products.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

This task requires students to answer questions about a tally chart of the number of planes taking off from an airport.

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.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

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 study a poster about being safe in an earthquake and then answer retrieval and inferential questions.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

Using the genetic characteristic for ear lobes, students answer questions about the genotype, and construct a punnet square.

Students calculate and evaluate powers of whole numbers.

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.