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Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Students construct and label a histogram of tulip heights from data in a table. They also answer questions about range, mode, median and mean.

Students study a box-and-whisker graph of Social Studies marks for 4 classes. They answer questions interpreting the data, and comparing, range and best performance.

Students show given times on an analogue clock, and answer a question about difference in time.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students answer questions about a stem-and-leaf graph which shows the distances some students threw a netball.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

Students complete a bar graph from information in a tally chart about the ages of students and interpret the data by answering questions.

Students answer questions about a bar graph showing favourite ice-cream flavours. No calculation needed.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

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

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.