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Students complete a table based on an algebraic formula for free fall velocity, plot the results, and interpret the graph.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

Students evaluate and simplify algebraic expressions for the side lengths and perimeter of a composite shape. They then find x for a given perimeter.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

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 solve a number of mathematical problems involving money and distance, and compare the results to identify the cheapest taxi company.

Students explain why three sentences are ambiguous and rewrite them to make the meaning clearer.

Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. Text provided.

Students use a scale map to estimate the area of Antarctica and explain their method.

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.

This punctuation resource has a focus on colons and semi-colons. Students insert colons into sentences and demonstrate their knowledge of differences between colons and semi-colons.

The task is to prepare and deliver a short speech on a proverb selected from a list. Assessment guides A and B are suitable for this task.

This task requires students to describe and compare line graphs of three different sets of data.

Students calculate an exact square root and estimate approximate square roots by finding the length of the square flower bed of a given area, and give an explanation for their answers.

Students compare the costs of printing a school magazine at two different companies.

Students perform calculations using whole numbers and negative numbers.

This practical task requires students to construct open boxes from grid paper and calculate their volumes.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students perform calculations using standard form.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

Students write and solve equations for story problems describing practical situations.