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Students decide which children are estimating and which are not, and explain their reasoning.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students identify multiples of 4 and of 6, and explain their reasoning.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Students study a poster about the benefits of exercise and make inferences from written and visual information.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Students read a poem and identify how the visual and written texts work together to build comprehension.

For this NEMP task students solve practical problems using linear number patterns and use a relationship graph to identify trees by height and width.

Students read a visual presentation about manufacturing processes and identify information in the text and why certain visual techniques are used.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

Students read an article on dog grooming. They find information to complete a retrieval chart and answer comprehension questions. SJ-1-1-1997. Text not provided.

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

Students answer questions involving finding fractions in story problems about marbles and write their answer in its simplest form.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Students interpret a back stem-and-leaf graph to answer questions about a measurement investigation.

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.

Students calculate fraction division problems and show their working.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.