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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.

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

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

Students describe a functional rule for two spatial patterns.

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

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

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 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.

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.

Students answer questions involving adding and subtracting fractions of cake.

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: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. This is a mathematics/science resource.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.