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Students calculate the number of different coins in a given amount of money.

Students answer questions about a table showing hair and eye colour of students. Calculation is required.

Students work out the correct answers to arithmetic problems given an incorrect solution.

For this NEMP task students calculate the number of tiles needed to cover the area of several rooms.

Students identify negative and positive numbers on a number line and suggest real life experiences that would involve negative numbers.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

Students view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

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.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Students select which type of sugar would dissolve fastest and explain why.

This NEMP task assesses knowledge about plants and animals.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

Students are asked four short questions that require them to use a table that contains a count of the kind of books borrowed from a library for a month.

Students answer questions and calculate a percentage related to a bar graph of the ways students travel to school.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

Students answer questions using percentages to find missing amounts, and writing percentages using given amounts.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Students identify which nets can be folded to make an open box shape.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.