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Students work out the correct answers to arithmetic problems given an incorrect solution.

For this NEMP task students calculate the number of tiles needed to cover the area of several rooms.

Students answer multiple-choice questions about volume of fish tanks given their dimensions.

Students read a poem and its illustrations to answer retrieval and inferential questions. Text provided.

Students measure images of objects on a centimetre ruler.

Students view a table of children's votes for their favourite All Black and answer questions interpreting the data.

Students construct a dot plot of fish seen at an aquarium from a tally chart, and answer questions interpreting the results.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students compare the overall distribution of two dot plots and describe their reasons.

Students answer questions that involve adding two or three numbers.

Students explore the additive identity by completing open number sentences.

Students identify which nets can be folded to make an open box shape.

Students use given numbers to work out rules for number machines.

Students explore the additive identity by completing open number sentences.

Students answer questions using percentages to find missing amounts, and writing percentages using given amounts.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

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.

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.

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.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.