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Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students are assessed on their ability to identify important information and the main idea of an article about a geologist. Junior Journal 21. Text provided.

Students are assessed on their ability to identify important information and the main idea of an article about a conservation project for an endangered species. Junior Journal 13. Text provided

Students work out the number of covered counters on a 10 x 10 array.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students are assessed on their ability to find details and identify the main idea of a narrative about a Cook Island tradition.

Students are assessed on their ability to find details about important information in a recount about a walking school bus, then identify the main idea of this text. SJ-1-1-2006. Text provided.

Students are assessed on their ability to identify the main idea in a text about bridge construction.

Students complete a diagram to show basic fractions of a journey to school in order from smallest to largest.

Students interpret and answer questions about a mapping diagram showing activities students chose in a basketball lesson.

Students use the additive identity and the commutative property to assist them to solve simple equations without calculating.

Students break given numbers into equal sized groups. Students must show their working.

Students use a number line to show how to solve whole number subtraction problems.

Students find different ways to divide squares into halves and quarters.

Students partition sets of objects and show how to work out fractions of quantities (using fractions as operators).

Students shade bottles to show different simple fractions.

Students identify fractions of sets of objects.

Students select the correct symbol or the correct number to make number sentences true.