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Students use a number line to show as a fraction, the probability of the outcomes of different coin throws.

This task requires students to describe and compare line graphs of three different sets of data.

Students show their interpretation of a box-and-whisker graph by answering questions about the data.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Students select the correct symbol (greater than, equal to, less than) to complete statements about the number of lollies in a bag.

Students interpret and answer questions about a dot plot showing how easy or hard some school work was.

Students complete a table and write a rule about the number of leaves on a growing plant.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

Students draw the next shapes in spatial sequential patterns.

For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.

Students use the statements 'impossible', 'unlikely', 'likely', and 'certain' to describe events.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

Students view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

Students identify decimal numbers on a number line.

Students record a letter on a number line for each one, two and three-place decimal number.

Students put four or five-digit numbers into the correct range of values in which that number lies.

Students state temperatures to the nearest tenth degree, between two given temperatures. They also order a set of temperatures from coldest to warmest.

Using given times for sprinting and given weights of fish, students order the decimal numbers to give the fastest three times and the three heaviest fish.

Students identify and record the number of significant numbers in both whole numbers and decimal numbers in a range of contexts.