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

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.

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

Students shade bottles to show different simple fractions.

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.

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

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

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

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.

Students draw lines to divide up shapes into fractional parts.

Students identify shape properties in a range of different shapes.

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

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

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.

This practical task requires students to record data, which is read out to them, on a back-to-back stem-and-leaf graph. The leaves are then ordered into a second graph and the graph interpreted.

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.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.

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.

Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.

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

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.