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Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students work out how many small boxes fit into a larger carton.

Students answer questions about a ball travelling a number of full circles in a game of swing ball.

Students calculate the volume of blocks in a cylinder, the cylinder and the space around the blocks.

Students use known diameters of tins to work out the floor area of a carton and a given number of tins.

Students answer multiple-choice questions about volume of fish tanks given their dimensions.

Students answer questions that require calculations with distance, time and speed.

Students use a linear equation to solve a mathematical problem involving the length and width of a framed picture.

Students calculate the length of a builder's string line.

Students calculate the volume of 3-dimensional shapes made up from cubes.

Students work out the difference in distances of throws and jumps of various athletic events.

Students identify the measure of temperature off linear scales.

Students find the perimeters for range of different 4-sided polygons.

Students answer questions about the total capacity in litres given the number of cups that fill the containers.

Students answer two multiple-choice questions about the number of smaller blocks that fit into larger cuboid containers.

Students calculate a finishing time from a given time, and show the analogue times for a range of activities.

Students select from four pictures of laden trucks which is least likely to roll over when cornering, and explain their predictions. This resource assesses students' understanding of centre of gravity.

Students convert between millilitres, litres, pints and gallons, and kilometres and miles.

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.

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Task: identify features of a spider. Assessment focus: classification of spider.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students give the fraction or ratio of brown to white eggs in some cartons.