Refine Current Search

Students make inferences from a poem. SJ-2-4-1993. Text provided.

Task: complete 2 diagrams. Assessment focus: centre of gravity.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Students complete a chart showing the tally and total for different kinds of fruit.

Students calculate how many possible combinations there are when given different numbers of menu items.

Students calculate the perimeter of a range of 2-dimensional shapes.

Students calculate the area of a composite shape on a grid.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students match 3-dimensional shapes shown from different angles.

Students identify what a sheet of paper will look like when it is folded and has shapes cut from it.

Students draw the bird's-eye view of each of three buildings that are pictured.

Students identify the number of visible faces on 3-dimensional cube models.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Students explain why one set of data is discrete and another is continuous.

Students show probabilities by shading a spinner.

Students record the number of different shapes on a tally chart and total each.

Students draw a line from each genetic term to its correct definition.

Students calculate the volume and surface area of a cuboid box.

Students draw the next shapes in spatial sequential patterns.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.