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Students are required to identify the verbs in a short story about a boy jumping off a diving board.

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.

Students calculate a finishing time from a given time, and show the analogue times for a range of activities.

Students complete a stem and leaf graph about students' test scores and answer questions on mode, spread and range.

Students pose a question for an investigation about favourite sports. They then construct a table that could record the results.

Students use given numbers to work out rules.

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

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Students read opinions written by four different students and make inferences to answer comprehension questions.

Students answer questions involving adding and subtracting fractions of food.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students identify the fraction that best describes the proportion of triangles that are shaded in.

Students read an article on starfish and find factual information to complete a retrieval chart and answer comprehension questions. SJ-1-2-1999. Text not provided.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

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

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

Task: Students give oral explanations about how the features of a wētā or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Students use doubling and halving to solve multiplication problems.

Students cut out and attach fractions onto a number line in order from smallest to largest.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

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

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.