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Students solve mathematical problems involving distance, and identify parts of an algebraic expression.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to visualise and infer. SJ-3-3-1989. Text not provided.

Students show or explain how two different fraction numbers can represent the same fraction.

This resource assesses students' ability to identify and correct common spelling errors, taken from the essential word lists of commonly misspelt words.

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

Students round given decimal numbers to the nearest tenths, hundredths, and thousandths and identify possible original numbers from rounded numbers.

Students order fractions from smallest to greatest, and work out fractions of an amount.

Students order a range of fractions on a number line.

Students show where different fractions are positioned on a number line.

Students convert percentages to decimal numbers.

Students identify common spelling errors and write the identified errors correctly. Students also identify lines of text without errors.

This resource assesses students' ability to identify and correct common spelling errors taken from the essential word lists 4, 6, and 7.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

Students match given fractions to images of milk bottles to show how full each bottle is.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students estimate an addition problem, share their methods, discuss the rounding method, and then do more problems using rounding.

This task assesses students' ability to analyse a text to identify and justify character traits and points of view, including the author's.

Students predict whether two dice games are fair and give their reasons. They then play each game (investigate) fifty times and explain their results.

Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

Students estimate an addition problem, share their methods, discuss the front-end method and then do more problems using front-end.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) SJ-4-3-2004. Text provided.

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.