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Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

Task: complete 2 diagrams. Assessment focus: centre of gravity.

Students calculate the area of two shapes on a grid.

Students add fractions with different denominators.

Students calculate the cost per kilogram of three confectionery hampers.

Students draw in the reflected images of two sketches along a given mirror line.

This task requires students to use a protractor to draw in three angles on a half circle window design.

After reading a poem, students respond to questions which focus on understanding features of language used and their effects.

Students identify the number of visible faces on 3-dimensional cube models.

Students draw shapes to continue tessellation patterns.

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students write down the names of the 2-dimensional shapes that a Geo Bird is constructed from.

Students interpret a strip graph and relationships within the graph.

Students continue tessellating patterns which all use the same base shape.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

Students calculate the area of a bush reserve in hectares.

Students calculate the area of lawn, deck, house, patio, pool drive and garden of a section.

Students complete an array to show the number of shaded and unshaded shapes. Students identify the most common shape.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

Students fill in the missing sequential numbers on a magic plant and write a rule for the pattern.