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Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Students read the letters written by four different people and identify the main idea of each letter.

Students show how to break given amounts into a number of equal sized groups and find the amount each person gets.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

A joke about a parrot is the context for this resource that assesses understanding of idioms and the interpretation of humour.

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

Students write down an explanation of how the front-end estimation strategy works in addition problems to give information on their understanding of the strategy.

Students perform decimal multiplication and division involving the cost of material, without the use of a calculator.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

Students select the correct statement that matches a given graph.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Students decide whether shapes rectangles or not and explain their reasoning.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Students show how to partition a number of counters and identify the fraction shared.