Using language, symbols, and texts resources

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

Students construct a bar graph from the information about what sports Room 8 children would like to play next term.

Students read an extract about gathering water in Sāmoa to find information to fill in a chart. SJ-3-3-1999. Text provided.

Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students construct and give a title for a bar graph of favourite food from data in a tally chart.

Students read an article on parachuting and complete a retrieval chart and answer comprehension questions.

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

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

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

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

Students describe the shape of two distinctive dot plots showing different data.

Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

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

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 complete a bar graph from information in a tally chart about the ages of students and interpret the data by answering questions.

Students read the description of a number of surveys and explain why the sample is biased.

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

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

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

Students answer questions using a fraction as an operator to find the fraction quantities.