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Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

Students draw a strange space creature from an oral description. The assessment focus is on listening to descriptions, recalling details, and following instructions.

Students draw a strange sea creature from an oral description. The assessment focus is on listening to descriptions, recalling details, and following instructions.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

Students draw a line from each paper type to a description of each paper's properties.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

This practical task requires students to make observations of the changes that occur in five common foods as they are cooked.

Students describe a functional rule for two spatial patterns.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students use number properties to solve problems without calculating.

This task assesses student ability to find the text features of a science report about moa.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Students identify which of 5 triangles fits a given description.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

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

Students complete a plant record for a tree by making observations.

Students describe what a thesaurus is, and label the features of a thesaurus.

This practical task requires students to make observations of three different types of soils and record their observations in a chart.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.