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Students identify shapes after they have been rotated in 3 dimensions.

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 design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

Students read a story about family dynamics to answer inferential questions. SJ-3-3-1996. Text provided.

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

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.

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

Different selections are made from a canteen menu that will cost a given amount. An extension activity is given that asks for all possible combinations to be found.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

Students select answers that demonstrate their understanding of alphabetical order.

Students write four questions about an animal they would like to find out about.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Students read an extract about gathering water in Sāmoa to find information to fill in a chart. SJ-3-3-1999. Text provided.

Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

In this practical task, students design a tally chart to record the number of different coloured ice-block sticks in an envelope. Students use the sticks as tally marks.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students conduct a practical, statistical investigation. They decide on a question, categories, conduct the survey, tally and graph the results on a bar graph.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.