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Students read a narrative about a toy glider competition, then answer retrieval and inferential questions. SJ-3-1-1994. Text provided.

Students demonstrate their knowledge of north, south, east, and west by giving the names of people shown on a plan of a forest park.

Students interpret a line graph showing the running speed of different animals.

Students are assessed on their ability to identify important information and the main idea of an article about a conservation project for an endangered species. Junior Journal 13. Text provided

Students multiply two numbers, then divide the total by 3 and by 6.

Students read a short article about Black Holes to answer retrieval and inferential questions.

Students read a poster on sand dunes to answer retrieval and inferential questions.

This task assesses close reading and making inferences about the setting, backdrop, props, costumes, and acting required in a performance of the Junior Journal play "Too Much Noise".

This task is about identifying the best unit to measure temperature, weight, time, capacity and length.

Students select an appropriate simple algebraic expression for a number of different situations.

Students describe a functional rule for two spatial patterns.

Students order whole numbers representing numbers of marbles, and heights of children.

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 identify multiples of 4 and of 6, and explain their reasoning.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Students categorise 3-dimensional objects into cubes, cuboids (rectangular prisms), cylinders, cones, spheres, and pyramids.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students produce a simple written description, using nouns and adjectives with some precision.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

This is a collection of science tasks across the science capabilities and contextual strands.

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

Students write a story about the water cycle using a given sequence of events that take place.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.