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Students work out which row of coins represents a given amount.

This task requires students to interpret a tree diagram of art materials and identify the number of different possibilities from various combinations presented.

Students identify where they face after making clockwise and anticlockwise turns.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

Students interpret a tree diagram to answer questions about the probability of selecting certain combinations.

Students complete addition and subtraction story problems using the vertical algorithm.

Students complete a table and a graph of an equation about the costs of bike repairs, then interpret the graph to respond to questions.

Students describe a variable in a linear equation, solve the equation, and complete a second equation relating to weights.

This task requires students to draw, on a grid, an enlargement of a radio station logo. The scale factor and the centre of enlargement are given. Students answer a question about the area of the original compared to the enlarged logo.

Students order given temperatures from lowest to highest.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

Students describe a functional rule for two spatial patterns.

Students break given numbers into equal sized groups. Students must show their working.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Students answer questions using a fraction as an operator to find the fraction quantities.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Students read a narrative about how a girl deals with her anxiety over Sports Day. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-2-3-2009. Text provided.

Students read excerpts from a speech and identify six features of the language and describe their intended effect on an audience.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students place in order, four diagrams showing the steps for making copper sulphate crystals.

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Students interpret a bar graph showing the number of different types of shell collected on a beach.