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

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Students conduct a practical, statistical investigation. They decide on a Topic and question, conduct the survey, complete the tally chart, construct a bar graph of the major ideas and make statements about the results.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

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.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

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.

Students show or explain how two different fraction numbers can represent the same fraction.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

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

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

Students identify the order of rotational symmetry for a number of shapes.

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

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students interpret a back-to-back bar graph comparing and identifying a pattern in the data.

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Students state what things will affect how far a cube will travel when flicked in the middle with a ball-point pen, and conduct an experiment to see what happens in practice.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students interpret a back stem-and-leaf graph to answer questions about a measurement investigation.

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.