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A recount about a whale watch is the context for comprehension questions that require making inferences. The recount is reproduced in the resource. SJ-1-1-1998. Text provided.

Students read an article about castles to complete a retrieval chart using information from the text. SJ-1-2-1995. Text provided.

Students interpret a table of distances for a long jump competition, written to two decimal places, finding the longest and shortest jumps and ordering sets of three numbers.

Students work out how much time some bus trips take.

Students solve given algebraic expressions using substitution.

This task requires students to answer questions about a stem-and-leaf graph of the lengths of seventeen frogs.

Students select answers that demonstrate their understanding of alphabetical order.

The assessment context is a prepared speech of introduction. The time limit is 1 minute and a content checklist is provided. Assessment guides B and C are suitable for this task.

The assessment context is a prepared 'thank you' speech. The time limit is one minute and a content checklist is provided. Oral Language Assessment Guide C is suitable for this task.

This practical task requires students to use methods of separation to separate a mixture of salt, sand, and iron filings. Students explain how they did this and the property of the substance that they used.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

Students use addition and subtraction to calculate the changing balance in a students back account.

Students use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not provided.

Four conventions for speech bubbles are presented with the students showing their understanding by having matching appropriate text to the bubbles.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

The main focus of this task is punctuation. Students will read Janine's email to her new pen pal and insert eight question marks in the correct places.

Students write four questions about an animal they would like to find out about.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.