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Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

Students find and write the numbers to complete equations that add to 10.

Students use number properties to solve problems without calculating.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Students discuss making an initial estimate in addition problems using the front-end method followed by compensation to get a more accurate estimate. They then use this method on two addition problems.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students select the best word to describe lines found on musical symbols.

Students work out which row of coins represents a given amount.

In this practical task, students use plastic coins and paper notes to work out three different ways to make the same amount of money.

Students use a table of information to answer questions about descriptions of different substances.

Students order a 1- and 2- digit number series and a 3 digit number series.

Students read scales from a car speedometer.

Students use digit cards to create 3-digit whole numbers and identify smallest and largest values.

Students draw reflections of shapes in given mirror lines.

Students draw lines of symmetry on everyday objects.

Students identify how many smaller units make up a larger unit of time measurement, e.g. hours in a day.

For this NEMP task students write a letter to a bookshop requesting information about a book.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

Students write arguments for and against school rules.

Students use addition and subtraction to solve story problems and show their equations.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of probability events happening.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.