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Students complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

Students work out the number of cans in a stack of a given height, and complete a sentence that states the rule.

Student fills in spaces and draw diagrams to identify the next two triangular numbers. They also state the rule for the pattern.

Students complete two number patterns and write down a rule for each.

Students interpret a graph of the Hare's Progress to answer questions about rate, rest, and reading sections of the graph. They also identify the constant motion of the tortoise and explain the result of the race.

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students complete number pairs, and write the equations for three 'number machines'.

Students complete and interpret a graph to answer questions about time, distance and speed.

Students interpret a graph of a bike trip to answer questions about time and distance.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Students read the letters written by four different people and identify the main idea of each letter.

Students read fifteen statements and identify the six statements of opinion.

Students select answers that demonstrate their understanding of alphabetical order.

Students read opinions written by four different students and make inferences to answer comprehension questions.

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

Students select answers that demonstrate their understanding of alphabetical order.

Students complete a cloze passage on the antics of an escaped otter. Students use their vocabulary and knowledge of grammar to create well-formed sentences. SJ-2-2-2000. Text provided.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.