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Students identify different parts of linear formulae which describe costs for buying and transporting clothing.

This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.

From three different sized animal pictures and their enlargements, students are required to identify the scale factor and the length of an unknown side.

Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.

Students build a rectangular prism and identify some of the interior right-angled triangles.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

For this NEMP task students work out how many cows will be in a cattle yard from a story written in comic form.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

Students read a narrative about a mother-child relationship. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-1-1-2005. Text provided.

For this NEMP task students answer a series of questions about fractions.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

This task is about subtracting with different parts of the equation missing.

Students are provided with information and data on different makes of soccer balls. Students answer questions on fair testing, and write conclusions from the given data.

Students read a non-fiction contents page to identify where to go for different information.

Students read about creating a bird ball and respond to six short written questions which assess their comprehension of instructions. SJ-2-2-1994. Text provided.

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Students are given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.