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Students complete a timetable by adding on the time taken for each task.

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students interpret a back-to-back bar graph comparing and identifying a pattern in the data.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Students identify which substances undergo a permanent change when they are mixed together.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.

Students construct and label a strip graph from a table of data about favourite lunchtime foods.

Students complete a dot plot from a table of data about waiting time in a shop.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

Students match given fractions to images of milk bottles to show how full each bottle is.

Students interpret a bar graph showing the number of different types of shell collected on a beach.

Students read an extract about gathering water in Sāmoa to find information to fill in a chart. SJ-3-3-1999. Text provided.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students show given times on an analogue clock, and answer a question about difference in time.

This task requires students to interpret and answer questions about a tally chart showing the number of trucks passing a given point.

Students answer questions about a stem-and-leaf graph which shows the distances some students threw a netball.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Name the group various animals belong to. Assessment focus: classification.