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Students calculate the number of free gifts distributed at a Tennis Championship given the number of people entering and the frequency of the gifts given away.

Students answer two multiple-choice questions about the number of smaller blocks that fit into larger cuboid containers.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Students read a narrative and make inferences about the characters' feelings based on evidence in the text. Text is provided with this resource. SJ-2-2-1999. Text provided.

Students are required to identify whether a series of statements about the School Journal story 'Personal Mail' are true or false, and to support their opinion with evidence from the text. This task assesses students' retrieval and inferential comprehension skills. SJ-3-1-1991. Text provided.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students use multiplication to solve problems about window cleaning an office building.

Students record the number of different shapes on a tally chart and total each.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

Students answer questions and calculate a percentage related to a bar graph of the ways students travel to school.

Students read a story about family dynamics to answer inferential questions. SJ-3-3-1996. Text provided.

Students to interpret a bar graph and answer questions about its data.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

Students answer four multiple choice questions identifying which three-digit number can be divided by a one-digit number to get a given remainder.

Students select which four-digit numbers can be divided by a one-digit number without a remainder.

Students give answers to basic facts in multiplication and division.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

Students calculate how many adults got into a concert for free using information about the number of concert-goers and the ratio of free adults to children.

Students circle part of a collection of fruit pictures to show their understanding of fractional numbers.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students are asked to study a stem-and-leaf graph on armspan of students and answer questions interpreting the data.

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