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Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Students complete two strip graphs about the flavour of ice cream bought by girls and boys, and answer a question on interpreting the data.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students answer questions that involve adding two or three numbers.

Students compare the overall distribution of two dot plots and describe their reasons.

Students explore the additive identity by completing open number sentences.

Students use given numbers to work out rules for number machines.

Students explore the additive identity by completing open number sentences.

Students answer questions using percentages to find missing amounts, and writing percentages using given amounts.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Students identify which nets can be folded to make an open box shape.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

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.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

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.

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.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students answer questions involving adding and subtracting fractions of food.

Students answer questions involving adding and subtracting fractions of cake.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains