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Students outline four things that would need to be done to look after a garden for a month.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students are given eight pictures of animals and are asked to identify which of these are mammals. Students are also asked to give two features of mammals.

Students are provided with seven drawings of different animals and are asked to draw circles around those that are insects. Two features of insects are also required.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Students cut out 2-dimensional shapes and enlarge them by factors of 2 and 3 using paper squares.

Students construct a bar graph by categorising a range food items.

Students interpret a bar graph which shows the number of cats taken to a veterinarian in one week.

Students interpret data presented in a frequency table to calculate percentages and make comparisons.

Students complete a composite dot plot of temperatures using a weather map of the lower North Island.

Students complete a picture-graph from a chart of data about the number of sunny days recorded over six months with a scale.

Students complete a pictograph for the number of marbles student have from data in a table. The pictograph has a key.

Students complete a dot plot of animals seen at the zoo using data provided.

Students identify axes of symmetry, and angles of rotation.

Students identify the coins that would be given as change in a range of transactions.

Students calculate the area of three shapes with a grid in the background.

Students are required to draw in arrows to show the parallel lines on three given shapes. They then draw in a right-angle symbol to show the perpendicular lines on three other given shapes.

Students work out the area of a circle and a fraction (Sector) of a circle.

Students use the additive identity and the commutative property to assist them to solve simple equations without calculating.

In this practical task, students make different shapes with four multi-link cubes, draw them, identify the smallest perimeter, and explain what happens to the area.

Students use a given number of multi-link cubes to make and draw different rectangles.

Students prepare a short farewell speech. This task has an assessment focus on contributing and on considering others. Oral Language Assessment Guide B is suitable for this task.