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Students write ratios in their simplest form.

Students solve number problems involving the addition and subtraction of fractions.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students read a play (retold from a traditional Persian folktale) about the interactions at a market place in old Baghdad. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-4-2-2009. Text not provided.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.

An article about a female wrestler provides the context for this assessment that combines a retrieval chart with questions on alliteration, vocabulary, and comprehension.

Students read an article about the development of safety glass to answer retrieval and inferential questions.

This comprehension task assesses student ability to evaluate the ideas and information in a text about an environmental issue. Students are asked to read a text, then respond to four questions. SJ-4-3-2005. Text provided.

Students read an article on kiwi and answer multiple choice questions that focus on inference and information retrieval.

For this NEMP task students listened to a set of directions, then followed instructions to show this information on a map.

A newspaper story about a runaway weather balloon with a map that tracks its progress is the context for this assessment. Students read it to answer retrieval and inferential questions.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

The language of debating is assessed as students provide explanations of emotional argument, limited example, empathy, empty argument, rebuttal, refutation, and irrelevant conclusion.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

For this NEMP task students look at an humorous image of Santa and complete a thought bubble.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students identify shapes with given shape properties.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students work out how much time some bus trips take.

Students calculate the cost of hiring a search and rescue helicopter and compare this cost with another helicopter company's charges.