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Students give reasons for and against saving endangered animals or plants.

Students are asked to provide reasons for and against having zoos.

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

Students list all possible combinations from six different articles of clothing.

Students interpret a table of children's votes for their favourite All Black to answer questions about chance.

Students read scales from pictures of everyday measuring equipment.

Students read scales from pictures of everyday measuring equipment.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

Students find the perimeters for range of different 4-sided polygons.

A letter without capitals is the context of this punctuation assessment. Students insert capitals for a number of different purposes.

Students read a short narrative recount and indicate each place in which a paragraph break is needed.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students interpret a line graph showing the water temperature in a school pool over a two week period.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Students calculate and record the length and height of coins in centimetres and metres.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Students interpret seven business logos that are each presented with a single short written response question about a design feature.

Students calculate a finishing time from a given time, and show the analogue times for a range of activities.

Students calculate the number of 3-dimensional shapes that fit into larger 3-dimensional shapes.

Students complete a stem and leaf graph about students' test scores and answer questions on mode, spread and range.

Students calculate the area of a composite shape on a grid.

Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.