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Students read excerpts from a speech and identify six features of the language and describe their intended effect on an audience.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

This practical task requires students to use methods of separation to separate a mixture of salt, sand, and iron filings. Students explain how they did this and the property of the substance that they used.

Students view a television advertisement, and answer questions about advertising techniques and the effect on the audience.

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Students use cuisenaire rods to work out part-whole fraction problems.

Students calculate the surface area of the sides and top of a cylinder, showing their working.

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

Students decide which arrow on three spinners is most likely to point to white, and explain their reasons.

This comprehension task assesses student ability to identify important information to establish the main idea of a narrative text about acknowledging older people. SJ-3-3-2006. Text provided.

Students are asked to interpret the changing feelings of the main character in the School Journal story 'Grey Hair', and to provide evidence of these feelings by identifying the words and actions of the character. SJ-1-3-1996. Text not provided.

Students read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students decide which children are estimating and which are not, and explain their reasoning.

This focus of this resource is punctuating direct speech. Students drag speech marks into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.