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Students are required to identify and interpret the metaphors in two short poems.

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 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.

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

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

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

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.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

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.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

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.

Students to show how to calculate problems that involve rates and ratios.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.

Students show how they find the value of an unknown number in a range of linear equations.

Students show or explain how to share equally amongst a number of people.

Students show or explain how to share cakes and pizzas equally amongst a number of people.

In this practical task students order proper fractions on a number line between 0 and 1.

Students read an extract from Steinbeck's 'Of Mice and Men' to answer retrieval and inferential questions.

Students read a narrative about a toy glider competition, then answer retrieval and inferential questions. SJ-3-1-1994. Text provided.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.