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Students work out the number of covered counters on a 10 x 10 array.

Students enlarge a diagram to a given scale.

Students complete number patterns, identifying and creating rules.

Students redraw a picture of a fish onto a distorted grid.

Students calculate how price changes affect a purchase.

Students identify what happens to indices when simplifying algebraic expressions.

Students complete linear equations by selecting from a range of numbers.

Students complete sequential patterns of letters or numbers.

Students interpret a bar graph showing the number of different types of shell collected on a beach.

Students categorise 3-dimensional objects into cubes, cuboids (rectangular prisms), cylinders, cones, spheres, and pyramids.

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 information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

Students complete equations by multiplying to given products on a multiplication wheel.

Students draw reflections of shapes in given mirror lines.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

Students show how to solve some addition problems.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.