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In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students identify the number of faces for different 3-dimensional cube models.

Students use a net of a cube to identify opposite faces and what the cube would look like when constructed.

Students identify shapes after they have been rotated in 3 dimensions.

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Students drag and drop to sort 2-dimensional shapes into three categories based on the number of sides, curved sides, or corners the shape has.

Students explain why one set of data is discrete and another is continuous.

Students select the correct written definition of the words element, compound, and mixture.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students use information on nine elements from the periodic table to answer four short questions.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students calculate the number of free gifts distributed at a Tennis Championship given the number of people entering and the frequency of the gifts given away.

Students write 3-digit whole numbers in compact and expanded form.

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.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

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: Identify examples of experiencing sound. Assessment focus: sound.

This resource assesses a student's ability to skim quickly and find the answers to eight questions about islands in the Pacific. It is a timed exercise.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.