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Students interpret time frames and slope from a graph showing the area of a painted wall over time.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Students explore the additive identity by completing open number sentences.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

For this practical task students follow a plan to determine the best temperature for the reaction of rennet with milk. Students need to make observations and write a report on their findings.

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Students order small numbers written in standard form, and explain why they are ordered in that way. The numbers are the lengths of some microscopic animals.

This practical task requires students to collect data about gender and left- or right- handedness from a group or class, present their data in a 2 × 2 array, and make a statement based on their findings.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students conduct a practical, statistical investigation. They decide on a Topic and question, conduct the survey, complete the tally chart, construct a bar graph of the major ideas and make statements about the results.

Students compare the overall distribution of two dot plots and describe their reasons.