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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.

A lively narrative about a pig hunt provides the context for this listening comprehension resource. Students recall information and make inferences.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

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

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Students produce a simple written description, using nouns and adjectives with some precision.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

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

Students find and show given fractions of shapes and sets of counters.

Students use fractions as operators to find unit fractions of a given whole number.

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

Students show that given a fractional part they can show the whole shape or another fractional part.

Students use cuisenaire rods to work out part-whole fraction problems.

Students identify and give rules for when numbers are divisible by three or by nine.

Students show how to divide 3-digit whole numbers into equal sized groups and identify any remainder.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.