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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 draw top and side views of five different 3-dimensional objects.

For this practical task students collect time-series data on the change in water temperature in a container at regular time intervals. Students are also required to display their results on an appropriate graph.

Students design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

Students perform calculations using standard form.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

The assessment focus is on an informative speech to a small group about a famous person. Student directions, a checklist, and scoring guides are included.

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.

Students write a report on a table of data and make recommendations from their report.

Students complete a table showing the number of counters used to make a series of L-shapes. They identify the number of counters needed for different situations, and describe the relationship as a rule.

Students are required to use trigonometry to calculate the length of one side of a right-angled triangle in three problems based on a ski lift, a toy sail boat and a penguin on an iceberg.

Students complete a table showing a family of sons increasing by a power, and calculate the next power showing their working.

Students solve problems involving rates of pay based on a formula using powers, and compare this to a fixed rate of pay.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

Students read an article about castles to complete a retrieval chart using information from the text. SJ-1-2-1995. Text provided.

Students select answers that demonstrate their understanding of alphabetical order.

Students interpret a back-to-back bar graph comparing and identifying a pattern in the data.

Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students complete the total and mean columns in a table of sunshine hours. They then construct a bar graph and make a statement comparing some of the data.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

In this practical task, students design a tally chart to record the number of different coloured ice-block sticks in an envelope. Students use the sticks as tally marks.