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Students use doubling and halving to solve a number of multiplication problems.

Students find the unknown for a range of equations that require number property knowledge and understanding of relational thinking.

This comprehension task assesses student ability to identify important information to establish the main idea of a transactional text about blushing. SJ-4-1-2006. Text provided.

Students identify the shaded fraction of a number of different shapes.

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

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

Students compare fractions, identify which is larger, and explain or show their reasoning.

Students find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students show how to divide given amounts into the number of groups of a given size.

This task requires students to estimate some addition problems using any appropriate method.

This practical task involves students making estimates of sets of items and demonstrating their method(s) of estimation.

In this practical task, students are to estimate the cost of meals ordered from a menu. The teacher reads out the meals and students show the steps in their estimations.

This practical task involves students making best estimates of sets of items and clearly demonstrating their method(s) of estimation.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

This task assesses student ability to find the text features of an explanation of a scientific idea.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.