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Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

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

Using the principles of fair testing, students identify four factors that could affect the time it takes for electric jugs to boil water.

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 solve number problems involving ratios of hourly rates of pay.

Students write and solve linear equations to describe cooking times.

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

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

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

Students show their understanding of a table of time data by answering questions about features of the distribution.

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 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.

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

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

Students select a non-standard unit of measure to measure an envelope and explain their choice.

Students draw lines of symmetry on a five sided star.

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.