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Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students to show how to calculate problems that involve rates and ratios.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

Students conduct a statistical investigation into the sentence length of different types of books by making and comparing dot plots.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Students show how they find the value of an unknown number in a range of linear equations.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.

Students show how they estimate in some multiplication problems and come up with sensible estimates.

Students to show how they estimate in some addition problems.

Students decide whether a graph is suitable to display category data and explain their answer.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

The focus of this resource is the use of simple conjunctions. Students decide which conjunction to use to combine two ideas to make one sentence.

Students use a number line to show how to solve whole number subtraction problems.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.