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This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

A joke about a parrot is the context for this resource that assesses understanding of idioms and the interpretation of humour.

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

Students perform decimal multiplication and division involving the cost of material, without the use of a calculator.

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.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Students select the correct statement that matches a given graph.

Students read the letters written by four different people and identify the main idea of each letter.

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.

A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.

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

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

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

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: 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.

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

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.

Students are given an example of ordering adjectives in an advertisement. They use this example to develop a list of adjectives that they order as they create their own advertisement .

Students show how to partition a number of counters and identify the fraction shared.

Students are assessed on their ability to identify the main idea of a narrative concerning one child's experience of White Sunday in Sāmoa.

Students are assessed on their ability to identify important information and the main idea of an article about a geologist. Junior Journal 21. Text provided.

Students are assessed on their ability to identify important information and the main idea of an article about plants. Junior Journal 27, reading age 7.5-8. Text provided.