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Students study a range of signs to identify their similarities of meaning, layout, and purpose.

Students read a non-fiction contents page to identify where to go for different information.

This resource assesses students' ability to select appropriate key words, from a given list, for the purpose of finding information that can be used to answer a given question. Students' ability to generate key words is also assessed.

This practical task requires students to construct open boxes from grid paper and calculate their volumes.

Each student designs a question and an associated scale to record other students' attitudes to mathematics.

Students construct a calendar to match given criteria and enter three events onto the calendar.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

Students find and write the numbers to complete equations that add to 10 or 20.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

For this practical task students investigate the magnetic fields that exist around a horseshoe magnet. Students then use two bar magnets to investigate what happens when similar and unlike poles are facing each other.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.