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Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

In the context of kicking a goal at rugby, students use Pythagoras' theorem to calculate distance. Students then use trigonometry to work out if the kick passes through the posts.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students identify square and cubic numbers mentally in a timed test.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

A lively narrative about a pig hunt provides the context for this listening comprehension resource. Students recall information and make inferences.

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

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

An article about a female wrestler provides the context for this assessment that combines a retrieval chart with questions on alliteration, vocabulary, and comprehension.

Students complete open number sentences to show their understanding of equality.

Students complete open number sentences to show their understanding of equality.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Task: Use pictures to identify special features of various fish and make predictions as to likely habitats based on these features. Assessment focus: purpose of adaptation in fish.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

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 compare the overall distribution of two graphs and describe their reasons.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.