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Students answer questions that involve adding two or three numbers.

Students work out how much time some bus trips take.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students add the numbers shown on three dice.

Students use the commutative property to find missing numbers in equations and explain the property.

Students use the commutative property to find missing numbers in equations and explain the property.

Students solve different forms of addition equations.

Students solve different forms of subtraction equations.

Students solve subtraction word problems.

Students complete open number sentences to show their understanding of equality.

Students complete open number sentences to show their understanding of equality.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students are assessed on their ability to identify important information and the main idea of an article about a geologist. Junior Journal 21. Text provided.

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

This comprehension task assesses student ability to identify important information and establish the main idea of a text. SJ-2-2-2006. Text provided.

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

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 decide which children are estimating and which are not, and explain their reasoning.

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.

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

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

Students complete addition and subtraction equations that explore part-whole relationships.

Students explore the concept of equality by deciding whether addition sentences are true, false or not proper number sentences.