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Students demonstrate their understanding of the order of operations and placing brackets.

Students complete a chart showing original shapes, rotation instructions, and the shapes after rotation.

Students continue tessellation patterns of a rectangular shape.

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

Students use the given the radius to draw each circle on a bulls-eye target.

Students identify an equation which expresses the volume of a cuboid and calculate the number of blocks in a different cuboid.

Students draw in the next shape in a series of spatial patterns.

Students complete two spatial patterns and give the rule for each.

Students complete the missing parts of spatial patterns.

Students draw lines of symmetry on a five sided star.

Students decide whether a range of everyday objects hold less than or more than one litre.

Students make rate calculations based on the number of labels put on envelopes in one and a half hours.

Students calculate the mean for a set of test scores and identify how changes in the data will effect the mean.

Students use number lines to show how to solve 2-digit whole number addition problems.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students continue tessellating patterns.

Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

Students draw in lines that are parallel to, or at right angles to, a given line.

Task: Match items to the correct temperature. Assessment focus: temperature.

Students work out the number of covered counters on a 10 x 10 array.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Students select from a range of given numbers to complete a 4 x 4 'number square' with given row and column totals.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

Students identify the coins that make up specified amounts of money.