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For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

Students answer five questions about 'fair testing' for an outlined investigation.

Students write both open and closed questions about the importance of smartphones to students their age.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Students draw a line from each paper type to a description of each paper's properties.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Students interpret a table on the properties of plastics by answering a series of short questions.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Students perform addition calculations based on information given in a table.

For this NEMP task students complete a series of number patterns.

Students complete linear equations for given word problems involving multiplication.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students identify parts of an algebraic equation and use the equation to calculate dog's weights for a given total.

Students identify the rule for continuing number patterns then develop their own pattern and write it as a rule.

This practical task requires students to use straws to build up a linear pattern. Students then predict the number of straws needed for successive patterns and explain their rule.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Students interpret a line graph of a practical situation.

Students identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.

Students use coloured beads to explore and continue a spatial pattern. They then describe the pattern.

Students apply a rule to continue spatial patterns.

Using grids, students enlarge shapes by different scale factors.

Students complete a table showing pattern sizes and children's chest measurements. They answer two questions interpreting the pattern, and state the rule as a word equation.