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This resource assesses students' ability to identify and correct common spelling errors, taken from the essential word lists of commonly misspelt words.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students estimate a subtraction problem, share their methods, discuss the rounding one number method, and then do more problems by rounding one number.

Students complete addition and subtraction equations that explore part-whole relationships.

Students solve addition story problems involving numbers of different magnitude to explore their place value understanding.

Students round given decimal numbers to the nearest tenths, hundredths, and thousandths and identify possible original numbers from rounded numbers.

Students fold pieces of paper shaped as a rectangle, square, and circle to show fractions.

Students use a number line to show how to solve whole number subtraction problems.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Students match pictures of objects with a list of capacities involving litres and millilitres.

Students identify the approximate capacities of everyday containers.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

Students read an article and are assessed on their ability to retrieve information and to make inferences in response to two questions about geologists.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

After reading the text, students recall the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work on this resource with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

Students show or explain how to share equally amongst a number of people.

Students order fractions from smallest to greatest, and work out fractions of an amount.