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Students identify the angle of different objects and movements.

Students identify the angle of different objects and movements.

Task: Select what would happen when like poles of a magnet come together, and explain why a plastic rather than a metal car was used in the investigation. Assessment focus: magnetism.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Students outline four things that would need to be done to look after a garden for a month.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

Students convert percentages to decimals.

Students select the correct operation to make equations true.

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students answer four questions about flight times on a flight schedule.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students identify the invariant properties of a translated and an enlarged shape.

Students identify which transformations could have been performed on pairs of shapes.

Students identify invariant properties for enlargement.

Student reflect words in horizontal and vertical axes.

Students identify which transformation has been used to map one shape onto another.

Students multiply two numbers, then divide the total by 3 and by 6.

Students match digital times to events during a camp timetable.

This practical task requires students to rank a series of pictures of everyday objects in order from hottest to coldest.

Students identify the number of faces for different 3-dimensional cube models.

Students calculate and identify the shape with the largest area, and the longest perimeter from three shapes drawn on a grid.

Students identify whether litres or millilitres would be the best unit of measurement for a range of everyday measuring tasks.

In this practical task, students estimate the length of two common classroom objects, then check their estimates with a ruler.