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Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

This task requires students to answer questions about a stem-and-leaf graph of the lengths of seventeen frogs.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Students interpret a box-and-whisker graph of maximum daily temperatures over time.

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.

Students find the perimeters for range of different 4-sided polygons.

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.

Students describe what makes two boats move and change direction.

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 carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students carry out a simple experiment with static electricity and then explain their findings.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

In this practical task students colour the appropriate proportion of a range of shapes on a picture of a clown.

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.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

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 answer three short answer questions on weather, frost, and clouds.

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