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Students describe the shape of two distinctive dot plots showing different data.

Students read an analogue clock face and draw some times onto other clock faces.

Students read analogue clock faces, and carry out time calculations drawing the results onto other clock faces.

Students show temperature movements on a number line including negative numbers, and write the movement as an equation.

Students look at a cartoon and make interpretations in looking at visual features.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

In this practical task, students decide which of four shapes have the same area, then use 100s blocks to check their answer.

Students read a narrative about a mother-child relationship. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-1-1-2005. Text provided.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

Task: Predict which objects will float. Assessment focus: flotation.

Students construct a graph for each linear equation given.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

Using shapes on grids, students translate points by different vectors.

Using shapes on grids, students translate points by different vectors.

Using shapes on grids, students translate points by different vectors.

Students calculate and identify the shape with the largest area, and the longest perimeter from three shapes drawn on a grid.

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

For this NEMP task students calculate the number of tiles needed to cover the area of several rooms.

Students work out how many triangular prism shapes there are in larger cuboid, and answer questions about volume of both shapes.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.