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Students match three dimensional shapes with nets that could be folded to make them.

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

Students partition sets of objects and show how to work out fractions of quantities (using fractions as operators).

Students shade bottles to show different simple fractions.

Students calculate the lengths of circles and straight lines on an oval athletics track from its given radius and total length, and show their working.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of events happening.

A school journal article on living in a Japanese home is the context for this assessment that focuses on locating information and general comprehension. SJ-1-3-1994. Text provided.

A poem about fleas from a School Journal is the context for this resource. The assessment focus is on making inferences. SJ-3-1-1999. Text provided.

Students draw lines to divide up shapes into fractional parts.

Students identify shape properties in a range of different shapes.

A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.

Students read an advertisement then identify and explain some of its language features.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

For this task students select two kinds of activity from those labelled on a diagram of an erupting volcano. Students write a description and the problems or dangers associated with each activity.

For this practical task students follow a plan to determine the best temperature for the reaction of rennet with milk. Students need to make observations and write a report on their findings.

For this practical task students plan and carry out a fair test to determine which of four different cups will keep water the hottest over 10 minutes. Students are also required to graph their results and write a conclusion.

This practical task requires students to carry out three tests to find out if each element is a metal or non-metal.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

This task assesses whether students know the most suitable reference resource to go to for particular information.