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Students identify shapes after they have been rotated in 3 dimensions.

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Students drag and drop to sort 2-dimensional shapes into three categories based on the number of sides, curved sides, or corners the shape has.

Students explain why one set of data is discrete and another is continuous.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students use information on nine elements from the periodic table to answer four short questions.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students calculate the number of free gifts distributed at a Tennis Championship given the number of people entering and the frequency of the gifts given away.

Students identify numbers using clues which give the range within which each number falls and two factors with their remainder.

Students classify five described changes as either a chemical or a physical change.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Students identify place names that children on a map of Pirate Island will be facing after making clockwise or anticlockwise turns.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

An extract about Sāmoan life provides the context for this assessment with its focus on retrieving information and making inferences. Text available.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

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.