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

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 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 complete a table showing pattern sizes and children's chest measurements. They answer two questions interpreting the pattern, and state the rule as a word equation.

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

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 complete a table showing the number of rungs for different sized ladders. They complete a sentence stating the rule to calculate the number of rungs given the length, and use the rule to identify if a ladder, at a lean, will reach a given height and show their working.

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

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

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 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 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.

Students select answers that demonstrate their understanding of alphabetical order.

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 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.

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.

Students are asked to give a useful property for each of four materials used in different situations.

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.