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Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Students work out area, length and angles of a shape after enlargement.

Students are required to identify whether a series of statements about the School Journal story 'Personal Mail' are true or false, and to support their opinion with evidence from the text. This task assesses students' retrieval and inferential comprehension skills. SJ-3-1-1991. Text provided.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Students identify and give rules for when numbers are divisible by three or by nine.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.

Students give grid references, and drag and drop grid references onto a grid.

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 shapes with given shape properties.

Students read scales from a car speedometer.

Students answer questions that involve adding two or three numbers.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

Students demonstrate their understanding of the effect of division and multiplication involving fractions.

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.