Using language, symbols, and texts resources

Students estimate a subtraction problem, share their methods, discuss the rounding one number method, and then do more problems by rounding one number.

Students are given an example of ordering adjectives in an advertisement. They use this example to develop a list of adjectives that they order as they create their own advertisement .

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

Students use a protractor to locate towns on a map from given compass bearings.

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

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 draw in places onto a map following compass directions given in relation to existing landmarks.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

From given examples, students define four root words then complete a chart of root words and their meanings.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

Using the whare tapawhā model of hauora (well-being), students explore the different dimensions of health, and write an explanation of how each can be cared for. The assessment focus is on the features of an explanation.

Students exploit additive identity property to find missing numbers in addition and subtraction equations.

Students interpret back-to-back stem-and-leaf graphs. Knowledge of the median is required.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

An example of a personal letter provides the context, with questions about letter formats and abbreviations being the assessment focus.

Students write an invitation to a party.

Students solve addition story problems involving numbers of different magnitude to explore their place value understanding.

Students create a character vignette with a focus on writing pieces that are 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 task has students writing about themselves. Assessment focus: the use of capitals.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

For this NEMP task students use a grid map of an island to locate positions and describe ways to move from one position to another.