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Students choose the best type of graph for a selection of sets of data.

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.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students interpret a graph of a bike trip to answer questions about time and distance.

Students interpret a bar graph of account balances and respond to questions about the data.

Students explain multiplication estimation methods used to solve word problems.

Students identify turns as left or right to describe a path taken on a simple street map.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students calculate an average and a percentage from raw data and comment on these findings.

Students interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

Students give grid references, and drag and drop grid references onto a grid.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students identify points on a circular grid using references that give distance and direction (expressed in clock bearings).

Students identify positions on a grid using grid references.

Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

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 directions by identifying which child will be chosen in a circular game for which clockwise instructions are given.

Students select from a set of numbers to show the closest number to each population fact.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Students read a poster on sand dunes to answer retrieval and inferential questions.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

For this NEMP task students work out how many cows will be in a cattle yard from a story written in comic form.

Students read a narrative about a mother-child relationship. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-1-1-2005. Text provided.