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Students present data on monthly school pie sales in a pictograph, and add a title, a key, and a label for the x-axis.

Students interpret information presented in a tree diagram to calculate the probability of various events.

Students identify and continue the number pattern for a stack of cans and complete a graph to demonstrate the relationship between two sets of numbers.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

Students are asked to read a short story and to insert the speech marks required to punctuate the direct speech in the story.

Students are asked to read a short story and to insert the commas and speech marks required to indicate the direct speech in the story.

Students complete a table showing the number of rungs for different sized ladders. They complete a sentence stating the rule to calculate the number of rungs given the length, and use the rule to identify if a ladder, at a lean, will reach a given height and show their working.

Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

Students read a visual presentation about manufacturing processes and identify information in the text and why certain visual techniques are used.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

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

Students identify shapes with given shape properties.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

From visual stimuli and a series of simple statements that describe physical attributes, students identify which animal is being described.

From visual stimuli and a series of simple statements that describe personal attributes, students identify which person is being described.

From visual stimuli and a series of simple statements that describe physical features, students identify which animal is being described.

The assessment focus is punctuation with students inserting commas and speech marks into text.

Students use an index page from a book on New Zealand to answer six questions.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

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 calculate the surface area of the sides and top of a cylinder, showing their working.