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The context of this cloze task is a story about a hungry weasel. Students generate appropriate words to create well-formed sentences.

Students read a newspaper article and answer questions about comprehension and vocabulary.

Students read a play to answer retrieval and inferential questions. Text provided.

Students read a text on shoplifting to answer retrieval and inferential questions.

A student's text about the effects of their spending habits is read to answer retrieval and inferential questions.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

This task requires students to estimate some addition problems using any appropriate method.

Task: Measure 100mL of water into three different pieces of equipment. Weigh the result and calculate the precision of using that piece of equipment. Assessment focus: measuring and evaluating the accuracy of equipment.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

Students solve subtraction story problems and show their strategies.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Students use the commutative property to find missing numbers in equations and explain the property.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students compare fractions, identify which is larger, and explain or show their reasoning.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.