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Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

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

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students describe a functional rule for two spatial patterns.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Students show that given a fractional part they can show the whole shape or another fractional part.

Students identify and give rules for when numbers are divisible by three or by nine.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

Students calculate the repair charges of two different garages, graph them, and explain the results.

Students find the unknown for a range of equations that require number property knowledge and understanding of relational thinking.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

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

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Students use tables, graphs, and equations to find the break-even point for two companies who charge for postage according to different rules.

Students answer questions involving adding and subtracting fractions of cake.

Students answer questions involving adding and subtracting fractions of food.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

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.