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Students identify the solids, liquids, and gases in three short passages.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

Students view an illustration and read a poem entitled 'The Dinosaur Climber's Kit' and then answer retrieval and inferential questions. An awareness of rhyme is explored. SJ-2-3-1994. Text provided.

Students use tens frames to show how to add and take away numbers to 20.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students answer two questions about preventing erosion and flooding by a river.

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

Students calculate the number of packets of biscuits that need to be sold, and how many house visits are needed to attain a given profit.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Students put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.

Students choose the most appropriate topic sentence for a set of supporting sentences.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

Students identify the incorrect numbers in given sequential number patterns.

Students produce a simple written description, using nouns and adjectives with some precision.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.

Students describe algebraic expressions in words.

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.