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Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

Task: Answer questions about making a bike go faster. Assessment focus: friction; gearing.

A report about a topic of local, national, or international interest is prepared. The assessment focus is on opinions and information from the media. ARB scoring guides A and B are suitable for this task.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

Students identify the missing part of equations shown as number machines.

Students interpret information presented in a pie graph to answer questions.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

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

Students interpret and graph linear equations of monthly charges for Internet access.

Students solve algebraic problems about people's ages using information given.

Students determine the correct probabilities for a series of coin throws.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students complete a tree diagram to show the possible combinations of marbles and counters in two bags.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students solve mathematical problems and identify the linear equation that represents the situation.

Students use substitution to calculate a missing variable in algebraic expressions of practical situations.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students complete four patterns of musical notes.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.