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Students estimate a subtraction problem, share their methods, discuss the rounding one number method, and then do more problems by rounding one number.

Students use a number line to show how to solve whole number subtraction problems.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students show where different fractions are positioned on a number line.

Students listen to a narrative about an unusual mouse and then respond to 6 multiple-choice questions.

Students listen to a text about cacti and recall information from it in multiple-choice questions. SJ-2-3-1993. Text not provided.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students identify the shaded fraction of a number of different shapes.

Students identify shapes that have been shaded two-thirds and name the fraction that the other shapes have been shaded.

Students use a number line to show how to solve whole number addition and subtraction problems.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

Students listen to a folktale then recall information from it by answering multiple-choice questions.

Students estimate an addition problem, share their methods, discuss the rounding method, and then do more problems using rounding.

Students describe a functional rule for two spatial patterns.

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

Students are assessed on their ability to identify the main idea of a narrative concerning one child's experience of White Sunday in Sāmoa.

Students use a number line to show how to solve whole number addition and subtraction problems.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

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

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.