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Students identify multiples of 5 and of 3, and explain their reasoning.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

Students identify the error in three statements made about the perimeter and area of given objects.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students compare a data table and a line graph and identify features that are missing or incorrect in the graph.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Students use time calculations to fill in missing data on a bus timetable, and answer questions from the timetable.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

For this NEMP task students perform a range of addition and subtraction calculations using whole numbers and decimals.

Students answer three questions about air pressure in balloons, why helium balloons float, and why a popped balloon makes a noise.

Task: Describe what happens to water on black plastic and explain why. Assessment focus: effect of colour on heat retention.

Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.

Students describe the shape of two distinctive dot plots showing different data.

Students work out the change from given amounts of money for different purchases.

Students prepare a 2 to 3 minute speech, to inform, persuade, or entertain. Topics suitable for secondary students are provided. Assessment guides A, B, and C are suitable for this task.

Students estimate an addition problem, share their methods, discuss the front-end method and then do more problems using front-end.

Students identify the repeating part of patterns.

From a key of terms (heat, kinetic, light, potential and sound), students select the word which describes some common examples of energy change.

Students are given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

Students calculate addition and subtraction problems, written in decimal form, for city populations.

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

Students work out the difference in distances of throws and jumps of various athletic events.

For this task students look at a diagram showing household electrical wires and then answer some questions about these.

Students describe the images seen in flat and convex mirrors.