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Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

Students identify the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.

Students identify points on a circular grid using references that give distance and direction (expressed in clock bearings).

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students identify positions on a grid using grid references.

Students identify towns and cities on a map using compass points.

Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

Students write the bearing and distance of a number of objects on a radar screen.

Students need to interpret data about travel time to school and common after-school activities and identify which statement is true from a list of given statements.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Students decide whether a graph is suitable to display category data and explain their answer.

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students decide if a graph is suitable to display category data and explain the reasons.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Students write arguments for and against school rules.