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Using grids, students show three different ways of tessellating four identical shapes.

Students continue sequential spatial patterns of triangles and circles.

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

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

Students write four digit numbers for each set of place value blocks shown.

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

Students draw the next shapes in spatial sequential patterns.

Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.

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.

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 are required to show their understanding of circuits by drawing wires to link a battery to bulbs so that the bulbs will light up.

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

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 complete two spatial patterns and give the rule for each.

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

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 solve probelms about a reflection and time.

For this practical task, students cut out descriptions of body part functions, and match these to the various labelled parts of a dog.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Students show how to solve some addition problems.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.