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Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

For this task students are provided with some weather information that includes the UV index. Students interpret this information to answer three short answer questions.

Students write and solve linear equations to describe cooking times.

Students solve number problems involving ratios of hourly rates of pay.

Students solve linear equations based on pizza orders and cooking times.

Students interpret a graph of a child's feelings for different times and activities during a day.

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

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

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

Pairs of students play a game with four dice, calculate the probability of winning the game, comment on how to get a more accurate estimate of the probability, and explain whether the game is fair based on their results.

Students work out and count the different meal combinations available as shown in a tree diagram.

Students enlarge a diagram to a given scale.

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students read opinions written by four different students and make inferences to answer comprehension questions.

Students draw lines of symmetry on a five sided star.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

Students study a short transcript of part of a debate and answer six short questions on debating techniques and procedures.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

Students explore the language of personification and metaphor in the poem called 'Wash day for the clouds'. The questions require the students to think about the metaphors and personification. Text provided.