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Students interpret a tally chart of the number of hours of people read in a week

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students identify the number of faces for different 3-dimensional cube models.

Students draw five different views of a 3-dimensional cube model.

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

Students round distances to the nearest 10 or 100.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students identify numbers using clues which give the range within which each number falls and two factors with their remainder.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Students answer three questions by interpreting a weather map and other forecast information.

Students identify the 2-dimensional shapes on a robot's body.

Students use multiplication to solve problems about window cleaning an office building.

Students interpret data presented in a frequency table to calculate percentages and make comparisons.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.

Using data given in a table, students are required to construct a double line graph on the axes provided.

This practical task requires students to rank a series of animal pictures in order from shortest to tallest.

Students answer questions and calculate a percentage related to a bar graph of the ways students travel to school.

Students interpret information presented in a data table and answer questions, and calculate an average.