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Students solve multiplication problems involving negative numbers, finding the biggest and the smallest products.

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

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.

Students use a calendar to answer questions about the days flowers are planted.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students work out the costs and the best value for money of a range of tomato sauce bottles.

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

Students explain multiplication estimation methods used to solve word problems.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

Students identify turns as left or right to describe a path taken on a simple street map.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students calculate an average and a percentage from raw data and comment on these findings.

Students interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

Students give grid references, and drag and drop grid references onto a grid.

Students identify points on a circular grid using references that give distance and direction (expressed in clock bearings).

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students identify positions on a grid using grid references.

Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.