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Students perform calculations on numbers in standard form and convert numbers from standard form to ordinary form and vice versa.

Students describe a variable in a linear equation, solve the equation, and complete a second equation relating to weights.

Based on a results table, students respond to questions about the probability of events occurring when an arrow is spun and lands on different colours.

Students deliver an impromptu speech from topics that are suitable for secondary school. Assessment guides A, B, and C are suitable for this task.

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.

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.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Students find missing numbers to complete addition and subtraction number patterns.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of events happening.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

From a school newspaper interview about a school production, students complete a retrieval chart for a press release. The assessment focus is on identifying key information.

The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.

Students read a play to answer retrieval and inferential questions. Text provided.

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 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.