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Students draw lines of symmetry on a five sided star.

Students complete 3 multiplication arrays by selecting from given numbers.

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.

Name the group various animals belong to. Assessment focus: classification.

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: complete 2 diagrams. Assessment focus: centre of gravity.

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.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

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.

Students are given a diagram of a fly and are asked to give three reasons why this animal is not a spider.

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

Students draw a line from each genetic term to its correct definition.

Students enlarge shapes by whole number scale factors.

Students identify percentages and fractions from information in a pie chart.