Using language, symbols, and texts resources

This resource is for the assessment of team debating at intermediate school. A selection of topics are provided. Oral Language Assessment Guides - Speaking E and G are suitable for this task.

Students deliver an impromptu speech from a range of topics. Assessment guides A and B are suitable for this task.

Students interpret information presented in a tree diagram to calculate the probability of various events.

As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.

Students write four sentences describing relationships between children and the transport they like to use.

Students identify towns and cities on a map using compass points.

Students are required to make summary statements about the projected population growth of Māori from a composite bar graph published by Statistics New Zealand.

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 identify the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.

Students compare the area of two different triangles.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.

Students carry out an investigation to determine the frequency and percentage of different numbers resulting from 100 dice throws. They construct a table to record the results.

Students predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.

Students interpret a back stem-and-leaf graph to answer questions about a measurement investigation.

Students construct a bar graph by categorising a range food items.

Students interpret a bar graph of account balances and respond to questions about the data.

Students write a report on a table of data and make recommendations from their report.

Students interpret information presented in a bar graph to answer questions.

Students design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

This practical task requires students to collect group/class data on students opinions on desk tidiness, present their data in a 2 × 2 array and make a statement based on their findings.

In this practical task, students design a tally chart to record the number of different coloured ice-block sticks in an envelope. Students use the sticks as tally marks.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students conduct a practical, statistical investigation. They decide on a question, categories, conduct the survey, tally and graph the results on a bar graph.