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This resource is about types of books and tests the understanding of the differences between fiction - non-fiction, and assesses biography and autobiography.

Students explain why one set of data is discrete and another is continuous.

Students explain the terms discrete and continuous data.

Students identify data as 'discrete' or 'continuous' from a range of examples.

Students identify and write down two examples each of discrete data and continuous data.

This task requires students to develop questions about their local geology and name possible information sources.

Students match eight descriptions of non-fiction books to the correct type of reference book.

This resource assesses students dictionary skills through a range of short answer questions. These are given in relation to a provided dictionary page, although another dictionary page could be used.

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 match ten topics or subjects to the correct Dewey Decimal call number.

This task assesses whether students know the most suitable reference resource to go to for particular information.

A poem and brief article about Japanese dolls is the context for this comprehension resource that has focus on comparisons and purpose. SJ-2-2-1983. Text provided.

For this task students read the article, 'Chunky Chalks', and identify the ingredients and equipment used to write a set of 10 instructions for making chunky chalk. Students then identify the verb in each instruction. SJ-2-4-2000. Text not provided.

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 draw a line from each paper type to a description of each paper's properties.

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

This resource assesses grammar knowledge. Students complete a table giving definitions and examples of proper, common, collective, and abstract nouns.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

Students use the number of words typed in a given time to work out the number of words typed per minute and per hour.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Students are asked to construct and label a line graph of words typed per minute by two students for each day of the week. Data is provided in a frequency table.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.