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Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.

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

Students read a story about a girl's first night in Samoa. Then they decide whether some statements are true or false and give evidence from the text to back up their responses. There is a link to the text used in the "Using this Resource" tab. SJ-1-1-1996. Text provided.

The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

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

Students estimate a division problem, share their methods, discuss the nice numbers and factors method, and then do more problems using nice numbers and factors.

Task: Measure 100mL of water into three different pieces of equipment. Weigh the result and calculate the precision of using that piece of equipment. Assessment focus: measuring and evaluating the accuracy of equipment.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

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

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.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

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.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.