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Students are asked to work out the perimeter of different polygon shapes.

In this practical task, students interpret information presented in a strip graph, regroup the data, construct a new strip graph, and answer questions about the data.

Students read about creating a bird ball and respond to six short written questions which assess their comprehension of instructions. SJ-2-2-1994. Text provided.

This resource centers around a poem about a cricket game. Cartoon illustrations surround the text and students use both to answer questions. SJ-3-2-1993. Text provided.

Students study a range of signs to identify their similarities of meaning, layout, and purpose.

Students read a non-fiction contents page to identify where to go for different information.

Students construct a calendar to match given criteria and enter three events onto the calendar.

Students find and write the numbers to complete equations that add to 10 or 20.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

Students construct a line graph from provided data, and then write a summary about the data.

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.