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Students calculate the cost per kilogram of three confectionery hampers.

Students calculate the area of two shapes on a grid.

Students continue sequential spatial patterns of triangles and circles.

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

Students add fractions with different denominators.

Students make inferences from a poem. SJ-2-4-1993. Text provided.

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

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

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: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

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.

Students complete a chart showing the tally and total for different kinds of fruit.

Students calculate how many possible combinations there are when given different numbers of menu items.

Students calculate the perimeter of a range of 2-dimensional shapes.

Students calculate the area of a composite shape on a grid.

Students match 3-dimensional shapes shown from different angles.

Students identify what a sheet of paper will look like when it is folded and has shapes cut from it.

Students draw the bird's-eye view of each of three buildings that are pictured.

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

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

Students drag and drop to sort 2-dimensional shapes into three categories based on the number of sides, curved sides, or corners the shape has.

Students explain why one set of data is discrete and another is continuous.

Students show probabilities by shading a spinner.

Students record the number of different shapes on a tally chart and total each.

Students draw a line from each genetic term to its correct definition.