Thinking resources

Students colour and cut out 4 shapes and fit them together to make tessellating patterns.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.

Students write algebraic expressions which make equations true.

Students explain why two people will get different totals when measuring a room using their hand span.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

Students cut out tangram shapes and arrange them to fit two different ways into rectangle outlines and once into a triangle outline.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students use number properties to solve problems without calculating.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Students write arguments for and against school rules.

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.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students use the ideas from a brainstorm to write six sentences about caring for pets.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students identify the error in three statements made about the perimeter and area of given objects.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students explain what an adjective is and identify adjectives in some sentences.