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Students choose the most appropriate measurement unit - millimetre, centimetre, metre, or kilometre - to measure a range of objects.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.

Students order times by selecting the appropriate time, written in words, for each of Pirate Pete's morning activities.

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students follow instructions and draw specified 2-dimensional shapes (triangles, circles etc.) to complete a drawing of a clown's face.

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

Task: identify features of a spider. Assessment focus: classification of spider.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

For this NEMP task students represent the number six in ten different ways using the four arithmetic operations.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

Students identify the smallest fraction of a turn so that a shape remains the same.

Students calculate the scale factor and length of one side of a building extension, then draw in a different extension from a given scale factor.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students answer questions about the total capacity in litres given the number of cups that fill the containers.

Students identify odd and even numbers by colouring them different colours.

Students calculate the perimeter and area of three composite shapes.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

Students complete a table and write a rule about the number of leaves on a growing plant.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.