Refine Current Search

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

Students use substitution to calculate the cost and length of time taken to repair washing machines, and formulate and solve a related linear equation.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

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.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

Task: Identify which car will be coolest and explain why. Assessment focus: air currents.

Students identify the angles of rotation that enable shapes to fit onto themselves.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students complete a table to solve a number pattern increasing by a factor of five.

Students work out how many doses in a larger measure of medicine.

For this NEMP task students use cards with numbers and operations on them to create number sentences.

Students complete two spatial patterns and give the rule for each.

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

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students use a number line to show as a fraction, the probability of the outcomes of different coin throws.

This listening comprehension assessment is based on a short extract from a school journal on moving an old house. SJ-2-3-1995. Text not provided.

Students fill in the missing sequential numbers on a magic plant and write a rule for the pattern.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

A student's text about the effects of their spending habits is read to answer retrieval and inferential questions.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

Students write about aspects of a lesson that they have just had. A list of possible starters is used to provide topics for the students to write about.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.