Work samples resources

Students select a non-standard unit of measure to measure an envelope and explain their choice.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students show how to solve some addition problems.

Students calculate the surface area of the sides and top of a cylinder, showing their working.

Students recognise equal and different likelihoods when playing a game of chance.

Students explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

Students show how to solve some subtraction problems.

Students use tables, graphs, and equations to find the break-even point for two companies who charge for postage according to different rules.

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Students describe a functional rule for two spatial patterns.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

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

Students predict how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

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

Students answer questions involving finding how many of one fraction goes into another fraction.

Students find the sum of a number of given decimal weights of objects or the post.

Students solve subtraction maths problems and show their strategy for working it out.

Students solve addition maths problems and show their strategy for working it out.

Students answer maths problems involving multiplication, and show their working.