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Students use the given the radius to draw each circle on a bulls-eye target.

Students complete addition arrays by selecting from given numbers.

Students identify an equation which expresses the volume of a cuboid and calculate the number of blocks in a different cuboid.

Students draw in the next shape in a series of spatial patterns.

Students complete the missing parts of spatial patterns.

Students identify the compass direction that describes travel between two towns on a map.

Students draw lines of symmetry on a five sided star.

Students complete a number of equations on a division wheel.

Task: Answer a multiple choice question. Assessment focus: displacement.

Task: Identify how to balance a ruler and give a reason for the answer. Assessment focus: balance.

Students make rate calculations based on the number of labels put on envelopes in one and a half hours.

Students write the next two numbers in each of several number patterns.

Students answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

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.

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

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

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

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