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Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students calculate the cost of hiring a search and rescue helicopter and compare this cost with another helicopter company's charges.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

Students solve subtraction story problems and show their strategies.

Students use the commutative property to find missing numbers in equations and explain the property.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: Measure 100mL of water into three different pieces of equipment. Weigh the result and calculate the precision of using that piece of equipment. Assessment focus: measuring and evaluating the accuracy of equipment.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

Students compare fractions, identify which is larger, and explain or show their reasoning.

This task requires students to estimate some addition problems using any appropriate method.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.