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

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

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 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.

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

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

Students calculate percentages of whole numbers and convert fractions to percentages.

Students record times as a.m. or p.m. onto notices for everyday events.

Using isometric dots, students enlarge a 3-dimensional shape by a scale factor of 2.

Students identify the centre of rotation and the number of degrees through which a rectangle has been rotated. They then rotate it in a different direction.

Students identify vectors that describe shape translations.

Students select the best word from a list of geometric terms to fill in the gaps on a set of maths notes about lines and angles.

Students need to apply their knowledge of Pythagoras' theorem to prove that a triangle of given measurements is right-angled.

Students use isometric paper to complete drawings of 3-dimensional shapes.

Students use vectors to describe the movements made by a boy doing an orienteering course.

Students identify directions on a grid map as vector co-ordinates.

Students use isometric paper to draw an isometric view of a 3-dimensional cubes model.

Students draw 3-dimensional block shapes onto isometric paper from 2-dimensional plans.

Students expand algebraic expressions.

Students complete a sequential number pattern and describe its rule in words.

Students complete a spatial sequential pattern, record the pattern in a table, and complete a statement about the pattern's rule.

From a collection of 9 common objects, students identify those objects that are attracted to magnets.

Students match pictures of six objects to their appropriate energy source from the list provided.

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