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

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.

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.

Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

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.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students decide whether shapes rectangles or not and explain their reasoning.

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

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students read an article and are assessed on their ability to retrieve information and to make inferences in response to two questions about geologists.

Students write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

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.

Students place decimal numbers in the correct order and position on a number line.

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

Students read an article on parachuting and complete a retrieval chart and answer comprehension questions.

Students show how they estimate in some multiplication problems and come up with sensible estimates.

Students describe a functional rule for two spatial patterns.

Students produce a simple written description, using nouns and adjectives with some precision.

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