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Students draw lines to divide up shapes into fractional parts.

Students identify shape properties in a range of different shapes.

A school journal article on living in a Japanese home is the context for this assessment that focuses on locating information and general comprehension. SJ-1-3-1994. Text provided.

A poem about fleas from a School Journal is the context for this resource. The assessment focus is on making inferences. SJ-3-1-1999. Text provided.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of events happening.

This task assesses whether students know the most suitable reference resource to go to for particular information.

Students calculate the lengths of circles and straight lines on an oval athletics track from its given radius and total length, and show their working.

Students shade bottles to show different simple fractions.

Students partition sets of objects and show how to work out fractions of quantities (using fractions as operators).

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

Students read an advertisement then identify and explain some of its language features.

For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

Students identify whether two shapes have been partitioned evenly or not, and show how to correctly partition the shapes.

Students match three dimensional shapes with nets that could be folded to make them.

Students explore multiplicative relationships by completing multiplication equations.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.

Students decide whether shapes rectangles or not and explain their reasoning.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.