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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.

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.

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.

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.

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

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students answer questions about the total capacity in litres given the number of cups that fill the containers.

Students identify odd and even numbers by colouring them different colours.

Students calculate the perimeter and area of three composite shapes.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

Students complete a table and write a rule about the number of leaves on a growing plant.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Students read an article and are assessed on their ability to retrieve information and to make inferences in response to two questions about geologists.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students compare the strength of drinks with different rates of drink powder per volume of water.

Students use the number of words typed in a given time to work out the number of words typed per minute and per hour.

Students use given sums, differences, and products to identify factors in each basic fact.

Students calculate the shapes with the largest and smallest perimeter and identify a relationship between the features of a shape and the perimeter.

Students demonstrate their understanding of place value by ordering numbers, showing numbers on an abacus, and naming place and total values.