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

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 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.

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

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

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

Students read a narrative about how a girl deals with her anxiety over Sports Day. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-2-3-2009. Text provided.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Students identify the approximate capacities of everyday containers.

Students describe a functional rule for two spatial patterns.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students answer questions and make statements based on information presented in a frequency table.

This task requires students to answer questions about a tally chart of the number of planes taking off from an airport.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.