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Students interpret a table of children's votes for their favourite All Black to answer questions about chance.

Students interpret information in a frequency table to decide the probability of winning prizes in a competition.

Students work out area, length and angles of a shape after enlargement.

Students read scales from pictures of everyday measuring equipment.

Students read scales from pictures of everyday measuring equipment.

Students read scales from pictures of everyday measuring equipment.

For this NEMP task students fill in a postcard about a holiday. Students' writing is assessed on postcard conventions, content, and legibility.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Students read an extract about selecting suitable trees to build a waka then answer retrieval and inferential questions.

Students find the perimeters for range of different 4-sided polygons.

A letter without capitals is the context of this punctuation assessment. Students insert capitals for a number of different purposes.

Students read a short narrative recount and indicate each place in which a paragraph break is needed.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

Students prepare an instructive speech from a list of topics. The assessment focus is on explaining the logical steps needed to develop a skill or complete a task. ARB scoring guides A, B, and C are suitable for this task.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students complete a chart showing the tally and total for different kinds of fruit.

Students identify one possible original number from a given rounded number.

Students interpret a line graph showing the water temperature in a school pool over a two week period.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.