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Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

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 use matchsticks to continue a triangular spatial pattern and write a rule to describe the number needed for each pattern. They then complete a table and a rule to show the relationship between the number of triangles and the number of matchsticks.

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.

Students read a Junior Journal article about tree cutting. From their comprehension of the story they complete a retrieval chart and explain the figurative language used.

The context of this task is a story about a power cut. Students identify the changing feelings of the children in the story and record these as a graph over time.

Students read fifteen statements and identify the six statements of opinion.

In this practical task, students use a coloured spinner and record the frequency of colours occurring. They then use their findings to record the probability of each event and interpret these.

Students draw the next two triangles in a spatial pattern, calculate the areas of a range of triangles, work out the height of a triangle given its area, and write a rule for the pattern.

In this practical task, students decide which of four shapes have the same area, then use 100s blocks to check their answer.

Students use pictures of food items to work out all the different combinations of combo meals that can be bought at Yum Takeaways.

Students use the picture cards provided to explore and list all the possible combinations of race cars at a starting line.

In this practical task, students use pictures of meat and salad fillings to work out all possible combinations of sandwiches. An optional activity is to make actual sandwiches.

Students choose a proverb from a list, then prepare and make a short speech explaining the proverb's message. The assessment focus is on explaining an idea, using an example and personal opinion. ARB scoring guides B and C are suitable for this task.

For this NEMP task students look at a picture of a bicycle and write an advertisement to sell the bike in a newspaper column.

This comprehension task assesses student ability to identify important information and establish the main idea of a narrative text. The text describes a person's experience of war and their learnings from it. SJ-2-1-2006. Text provided.

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 explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

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

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

This resource requires students to match ten ideas about the different parts to books with the correct term.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

Students read an article about shoeing a horse and find information from it to complete a retrieval chart.

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.