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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 construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

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

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

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: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

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.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.