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This task assesses whether students know the most suitable reference resource to go to for particular information.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

Students complete a picture-graph from a chart of data about the number of sunny days recorded over six months with a scale.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

Students view an illustration and read a poem entitled 'The Dinosaur Climber's Kit' and then answer retrieval and inferential questions. An awareness of rhyme is explored. SJ-2-3-1994. Text provided.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

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 read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Students put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.

Students interpret a tally chart of the number of hours of people read in a week

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students match 3-dimensional shapes shown from different angles.

Students identify what a sheet of paper will look like when it is folded and has shapes cut from it.

Students identify what a shape plus its image will look like when reflected in a given mirror line.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

For this NEMP task students match 3D objects and their nets.

Students count the number of faces on various 3-dimensional shapes.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students identify the number of faces for different 3-dimensional cube models.

Students use a net of a cube to identify opposite faces and what the cube would look like when constructed.

Students identify the number of visible faces on 3-dimensional cube models.

Task: Students give oral explanations about how the features of a wētā or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.