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Students compare two fractions, find the larger fraction and show or explain their reasoning.

Students find and show given fractions of shapes and sets of counters.

Students show that given a fractional part they can show the whole shape or another fractional part.

Students are assessed on their ability to identify important information and the main idea of an article about a conservation project for an endangered species. Junior Journal 13. Text provided

Students are assessed on their ability to identify important information and the main idea of an article about plants. Junior Journal 27, reading age 7.5-8. Text provided.

Students are assessed on their ability to identify important information and the main idea of a recount about needing to take action. Junior Journal 29. Text provided.

Students identify the shaded fraction of a number of different shapes.

Students decide which children are estimating and which are not, and explain their reasoning.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

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 use doubling and halving to solve a number of multiplication problems.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students show or explain how two different fraction numbers can represent the same fraction.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.

Students are assessed on their ability to find and synthesise details to explain the main idea of a text. The text is focused on adjusting to life as a separated family. SJ-3-2-2006. Text provided.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.