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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.

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 read the letters written by four different people and identify the main idea of each letter.

Students identify the 2-dimensional shapes on a robot's body.

This resource has students comparing four advertisements on holiday camps and identifying the meaning of a slogan.

Students use multiplication to solve problems about window cleaning an office building.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students complete sequential number patterns.