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Students use a protractor to construct a pie chart to record the frequency of favourite TV programmes from the data provided in a table.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

Students view an illustration and read a poem entitled 'The Dinosaur Climber's Kit' and then answer retrieval and inferential questions. An awareness of rhyme is explored. SJ-2-3-1994. Text provided.

Students use tens frames to show how to add and take away numbers to 20.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Students answer two questions about preventing erosion and flooding by a river.

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

Students calculate the number of packets of biscuits that need to be sold, and how many house visits are needed to attain a given profit.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Students choose the most appropriate topic sentence for a set of supporting sentences.

Students identify the incorrect numbers in given sequential number patterns.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

Students interpret a tally chart of the number of hours of people read in a week

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.

Students describe algebraic expressions in words.

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.

For this NEMP task students show the changes to a trip meter on a speedo after specified distances are travelled.

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

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.