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Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students work out how much time some bus trips take.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Task: Look for the similarities and differences in how students draw graphs to display information.

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

Students solve subtraction story problems and show their strategies.

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

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

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Students compare fractions, identify which is larger, and explain or show their reasoning.

This task requires students to estimate some addition problems using any appropriate method.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

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.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

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.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students conduct a statistical investigation into the sentence length of different types of books by making and comparing dot plots.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.