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Students interpret a scatterplot and identify statements about both details and overall information.

Students compare the overall distribution of two dot plots and describe their reasons.

Students explain why a range of students' answers to a maths problem are incorrect.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Students use number properties to solve problems without calculating.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students use the additive identity and the commutative property to assist them to solve simple equations without calculating.

The focus of this resource is the use of simple conjunctions. Students decide which conjunction to use to combine two ideas to make one sentence.

For this NEMP task students fill out an application form for an after school job.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students complete addition and subtraction equations that explore part-whole relationships.

Students match pictures of objects with a list of capacities involving litres and millilitres.

This resource provides information on students’ ability to write a string of adjectives in the correct order.