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Students write ratios in their simplest form.

Students select the best unit measure of length for a number of situations.

Students decide whether the times written in words under analogue clocks are correct.

Students identify negative and positive numbers on a number line and suggest real life experiences that would involve negative numbers.

Students are asked one multiple-choice and one short answer question about fair testing.

Students use circuit diagrams to answer three questions about switches and which lamps will light up.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Task: Describe how the light rays move through a glass prism.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

Students use a diagram of a solar eclipse to answer four questions.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Students are provided with two diagrams, one showing the focus of earthquakes in NZ and the other the Earth's plates. Students interpret these diagrams and use them to answer three short questions.