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Students determine the probability of finding a lost cat in various locations marked on a grid map.

Students calculate the distance travelled by the tips of the hands on a clock, and calculate the speed of one of the tips.

Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

Students are asked to provide reasons for and against having zoos.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

Students colour in three fish according to given instructions. They then explain the advantage of this colour pattern for each fish.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

Students colour in a diagram to show fractions, and calculate fractions from a word problem and a diagram.

Students select from the words 'certain', 'likely', 'unlikely', and 'impossible' to show the probability of a spinner landing on a defined area.

A council survey is to be sent out, and students are asked to give examples of representative samples.

For this NEMP task students perform a range of tasks using fractions. These include ordering, subtracting, finding an equivalent and recording as a decimal and percentage.

For this practical students make observations on water flow from three holes set at different heights in a container. They also investigate the effect on water flow if the top is on or off the container.

Students match the names of five animal pests to notes on each of these pests.

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.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

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

Students read the letters written by four different people and identify the main idea of each letter.

Students draw lines to divide up shapes into fractional parts.

Students read an article on cold water survival and retrieve information from this text.