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Students write standard form numbers in ordinary form.

Students identify and record the number of significant numbers in both whole numbers and decimal numbers in a range of contexts.

Students solve multiplication problems involving negative numbers, finding the biggest and the smallest products.

Students identify the number of faces for different 3-dimensional models.

Students answer questions and make time calculations based on a camp timetable.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

A school journal article on living in a Japanese home is the context for this assessment that focuses on locating information and general comprehension. SJ-1-3-1994. Text provided.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

Students read the description of a number of surveys and explain why the sample is biased.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Task: Students identify which different events threaten our native birds or have done so in the past. Assessment focus: identification of the specific impacts of human actions.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

This task requires students to develop questions about their local geology and name possible information sources.

This resource requires students to answer four selected response questions on a table of contents from the book 'Antarctica'.

A poem about Samoa is read and then retrieval and inference questions are answered about the author's choice of title and her key ideas. Text provided.

Students use visual clues in a comic strip to answer inferential questions.

This is a resource in which the students read a short story 'The Reading Room' and answer ten short written questions. SJ-3-1-1998. Text provided.

Students complete a cloze passage with 20 blanks on polio to create well-formed sentences.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

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

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