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

Students identify which shapes are identical to a given shape that have been rotated.

Students show how to divide 3-digit whole numbers into equal sized groups and identify any remainder.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Students show that given a fractional part they can show the whole shape or another fractional part.

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

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students use number lines to show their understanding of commutativity.

Students decide which statement about a dot plot is incorrect and explain their reasoning.

Students decide which arrow on three spinners is most likely to point to white, and explain their reasons.

Students solve different forms of addition equations.

Students solve different forms of subtraction equations.

Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Assessment focus: ability to interpret visual texts though de-constructing messages to access multiple layers of meaning, by drawing on both the text and previous knowledge and experiences.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

Students use given numbers to work out rules for number machines.

Students use tens frames to show how to add and take away numbers to 20.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

Students place decimal numbers in the correct order and position on a number line.