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Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.

Students read a recipe and its visual text to make inferences. SJ 1-2-1998.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Students use given ratios to determine the number of people performing kapa haka.

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

Students interpret a histogram showing the number of vehicles travelling at different speeds past a speed camera. Students need to calculate a percentage and the median to complete this task.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

Students look at a water safety poster and answer questions relating to the posters construction.

Students answer questions involving adding and subtracting fractions of food.

Students study a box-and-whisker graph and answer questions on median, quartile and outliers.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

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

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

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.

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

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

This task assesses close reading and making inferences about the setting, backdrop, props, costumes, and acting required in a performance of the Junior Journal play "Too Much Noise".

Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

Students prepare and give a farewell speech. Points to be covered by students and a scoring guide for teachers are included.

Students calculate the probability of randomly choosing certain scrabble letters, or combinations of letters.