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Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

Students write decimal fractions as percentages.

Students answer questions about fractions of different wholes (units).

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

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

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

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

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

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

Students write number sentences for story problems, and create story problems from number sentences.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Students explore the additive identity by completing open number sentences.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students read scales from a car speedometer.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

Students read scales to measure images of objects to the nearest tenth of a centimetre.

Students explore the additive identity by completing open number sentences.