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Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

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

Students use a map to help them describe the shortest route away from and back to two New Zealand cities.

Students listen to instructions about where to go when visiting the mall, then draw the path to be taken on a map and recall specific information. The assessment focus is on listening, recall, and following instructions.

The context of this cloze task is a story about a hungry weasel. Students generate appropriate words to create well-formed sentences.

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

Students read a newspaper article and answer questions about comprehension and vocabulary.

Students read a play to answer retrieval and inferential questions. Text provided.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

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

Students match given fractions to images of milk bottles to show how full each bottle is.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

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 are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Students read a poem to answer questions that focus on the language used. Text provided.

Students solve word problems which require division by 10, 100 or 1000.

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

This task is about describing the behaviour of light rays.

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Students place five statements in order to show how sound travels from its source to the brain.

An anecdotal story about fever and the discovery of quinine provides the context for this assessment with its focus on information retrieval and making inferences. The text is provided with this resource.

Students select the correct way to describe where a toy is located on a shelf.