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Students draw a line graph from information about room tidiness over the course of a day.

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

Students interpret information presented in a tree diagram to calculate the probability of various events.

Students cut and glue shapes to complete patterns involving translation, reflection and rotation.

Students share total numbers of objects according to some given ratios in a variety of contexts.

Students solve mathematical problems about days off school and identify another linear equation that represents the situation.

Students perform calculations using fractions with different denominators.

Students identify and continue the number pattern for a stack of cans and complete a graph to demonstrate the relationship between two sets of numbers.

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

Students solve word problems which require division by 10, 100 or 1000.

Task: Give examples of described energy transformations, and name energy transformations involved with named objects.

Task: Select the corect term for stored energy, identify the type of stored energy of three examples, and describe energy transformations. Assessment focus: potential energy.

This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.

Students identify parts of algebraic equations and use the equations to calculate temperatures in the Antarctic at different times of the day.

Students identify square and cubic numbers mentally in a timed test.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

Students calculate the distance travelled by the tips of the hands on a clock, and calculate the speed of one of the tips.

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

Students complete number pairs, and write the equations for three 'number machines'.

Students complete and interpret a graph to answer questions about time, distance and speed.

Students explain the variables in a linear equation involving speed and distance. They then solve the equation by substitution.

Students identify odd and even numbers from a series of numbers and from a word problem. They then explain how to identify an odd number.