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Students show a range of times on analogue and digital clocks.

Students complete a table to show all the combinations, and work out the probability, of numbers possible on the top faces of two dice. They then use the table to list combinations that total 8 and 11.

Students draw shapes to show how the perimeter increases and decreases for different shapes of the same area size.

Students answer questions and make time calculations based on a camp timetable.

For this NEMP task students interpret a promotional map of the Coromandel Peninsula.

Students identify the largest weight of cuts of meat, and convert kilograms into grams.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Students interpret distance-time graphs for a number of scenarios.

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students answer five questions interpreting data on temperature decrease in three different types of cups.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.