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Students find and show given fractions of shapes and sets of counters.

Students use the commutative property to find missing numbers in equations and explain the property.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

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

Students compare the area of two different triangles.

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

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Students identify missing numbers and the rule for a growing number pattern.

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.

The language of debating is assessed as students provide explanations of emotional argument, limited example, empathy, empty argument, rebuttal, refutation, and irrelevant conclusion.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

Students identify which nets can be folded to make an open box shape.

For this NEMP task students look at an humorous image of Santa and complete a thought bubble.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students identify shapes with given shape properties.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students work out how much time some bus trips take.

Students discuss making an initial estimate in addition problems using the front-end method followed by compensation to get a more accurate estimate. They then use this method on two addition problems.

Students read scales from a car speedometer.