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Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Students use a diagram of a solar eclipse to answer four questions.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

Students order possible items, work out the change from $10 or the shortfall for different items.

Students select the correct operation to make equations true.

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

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

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

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 compare the area of two different triangles.

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

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students show their understanding of reflection by drawing in the reflected images of four shapes along mirror lines.

For this task students are required to demonstrate their understanding of transformations. On three separate grids, they translate, reflect and rotate the same basic shape.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Students calculate the length of a builder's string line.

Students calculate the area of four different triangle shapes on a grid.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

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.

This task requires students to describe the three transformations an animal picture has gone through, choosing from reflection, rotation, translation, and enlargement.

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.