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In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students continue tessellating patterns.

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 identify which transformation has been used to map one shape onto another.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Students identify windows that are covered by curtains for given fractions.

This task requires students to interpret a pie graph about sports watched on TV and answer multiple choice questions.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students select from a range of given numbers to complete a 4 x 4 'number square' with given row and column totals.

Task: Answer two questions about light shades. Assessment focus: 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.

For this NEMP task students draw the other half of a shape by using its line of symmetry.

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

Students calculate the amount of money saved from given percentage discounts on bikes.

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

Students enlarge shapes by whole number scale factors.

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

Students evaluate how many complete times a number divides into another when there is a remainder.

Students record even and odd numbers, in order, leading up to a given number.

Students record a letter on a number line for each one, two and three-place decimal number.

Students complete equations by multiplying to given products on a multiplication wheel.