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Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Students calculate the area of four different triangle shapes on a grid.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students interpret distance-time graphs for a number of scenarios.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

Students select the correct statement that matches a given graph.

Students read opinions written by four different students and make inferences to answer comprehension questions.

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

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

Students will identify and use nouns, adjectives, and verbs to write a poem that follows the same structure as given in two examples.

A newspaper article on the Wearable Art show is the context for this resource, with five short written response comprehension questions.

Task: Answer three questions. Assessment focus: condensation.

Students are required to identify and interpret the metaphors in two short poems.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students estimate a subtraction problem, share their methods, discuss the rounding one number method, and then do more problems by rounding one number.

Students read scales to measure images of objects to the nearest tenth of a centimetre.

Students identify odd and even numbers from a series of numbers and from a word problem. They then explain how to identify an odd number.

Students read a poster about railway crossing safety to answer retrieval and inferential questions.

Students select which graph matches a given statement.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.