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Students continue tessellating patterns which all use the same base shape.

Students enlarge shapes by whole number scale factors.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Students compare the overall distribution of two graphs and describe their reasons.

Students compare fractions, identify which is larger, and explain or show their reasoning.

Students describe a functional rule for two spatial patterns.

Students shade bottles to show different fractions.

Students describe a functional rule for two spatial patterns.

Students work out the height, width and length of gift packets.

Students read an article about a boy who loves sculpting insects to answer retrieval and inferential questions. (The text used for this resource is in the teacher information pages.) SJ-4-1-1997. Text provided.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

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

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students identify triangles that have a right angle and an angle greater than a right angle.

Students use a given number of multi-link cubes to build two buildings with different heights.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Students identify what shapes look like when rotated through half and quarter turns.

In this practical task, students cut out shapes and combine them to make a shape with the largest perimeter, and calculate the perimeter and area.

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students show fractions on a number line and on the side of a milk bottle.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.