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Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

Students identify towns and cities on a map using compass points.

Students need to interpret data about travel time to school and common after-school activities and identify which statement is true from a list of given statements.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

Students select the answer for two subtraction problems, select which one they thought was easier, and explain their reasons for this.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Students read a recount about New Zealanders travelling in Africa, then answer retrieval and inference questions. The text is provided.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Students read an article on parachuting and complete a retrieval chart and answer comprehension questions.

Students identify multiples of 5 and of 3, and explain their reasoning.

For this NEMP task students perform a range of addition, subtraction, multiplication, and division calculations using whole numbers and decimal amounts of money.

For this NEMP task students perform a range of tasks using fractions. These include ordering, subtracting, finding an equivalent and recording as a decimal and percentage.

For this NEMP task students show the changes to a trip meter on a speedo after specified distances are travelled.

For this NEMP task students use a grid map of an island to locate positions and describe ways to move from one position to another.

This task requires students to draw, on a grid, an enlargement of a radio station logo. The scale factor and the centre of enlargement are given. Students answer a question about the area of the original compared to the enlarged logo.

Students complete a table and a graph of an equation about the costs of bike repairs, then interpret the graph to respond to questions.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Students work out which row of coins represents a given amount.

Students interpret a graph of the Hare's Progress to answer questions about rate, rest, and reading sections of the graph. They also identify the constant motion of the tortoise and explain the result of the race.