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Students identify what shapes look like when rotated through half and quarter turns.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students continue tessellation patterns of a rectangular shape.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students continue tessellating patterns which all use the same base shape.

In this practical task, students cut out triangles and rectangles to make three different nets for a triangular prism.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

This task requires students to enlarge two patterns on a grid using centres of enlargement and scale factors.

Students draw shapes to continue tessellation patterns.

In this practical task, students use three different views of a 3-dimensional shape to help them design a net and construct a model of a pyramid.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students interpret and answer questions about a dot plot showing how easy or hard some school work was.

Students interpret and answer questions about a line graph about a hungry tiger.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students draw a line graph from information about room tidiness over the course of a day.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

From a given list students select the correct name for each of four labelled features on a weather map. They then identify a pattern to name a pressure reading number.

In this practical task students design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

On a grid, students enlarge the net for a box by a scale factor of 3.

For this practical task students investigate the magnetic fields that exist around a horseshoe magnet. Students then use two bar magnets to investigate what happens when similar and unlike poles are facing each other.

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

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.

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.