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Students read a poem to answer questions that focus on the language used. Text provided.

Students draw top and side views of five different 3-dimensional objects.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

Students read a narrative and make inferences about the characters' feelings based on evidence in the text. Text is provided with this resource. SJ-2-2-1999. Text provided.

Students use given ratios to determine the number of people performing kapa haka.

For this practical task students collect time-series data on the change in water temperature in a container at regular time intervals. Students are also required to display their results on an appropriate graph.

Students perform calculations using standard form.

Students find the biggest and smallest numbers from a list of positive and negative numbers. They add, subtract and multiply using these numbers.

This task is about subtracting with different parts of the equation missing.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

Task: Identify examples of experiencing sound. Assessment focus: sound.

The use of metaphors and similes is explored in this poem about umbrellas in a storm. Text provided.

Students interpret a histogram showing the number of vehicles travelling at different speeds past a speed camera. Students need to calculate a percentage and the median to complete this task.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students study a poster about the benefits of exercise and make inferences from written and visual information.

Students look at a water safety poster and answer questions relating to the posters construction.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.