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Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

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.

A council survey is to be sent out, and students are asked to give examples of representative samples.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Students describe a functional rule for two spatial patterns.

Students are assessed on their ability to identify the main idea in a text about bridge construction.

Students describe a functional rule for two spatial patterns.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

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

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

Students use their knowledge of the interior angles of regular polygons, isosceles triangles, and parallelograms to work out unknown angles for a variety of 2-dimensional shapes.

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

Students use their knowledge of the sum of the interior angles of polygons to work out unknown angles for a variety of 2-dimensional shapes.

Students identify equilateral, isosceles, scalene and right angled triangles.

Students use their knowledge of vertically opposite angles, adjacent angles on a straight line, and angles at a point to identify unknown angles in everyday shapes.

Students identify the types of angles made by known landmarks.

Students build a rectangular prism and identify some of the interior right-angled triangles.

Students use the angle properties of parallel lines to work out angles in a grid of parallel streets with one angle given.

Students use the angle between a tangent and a radius property and the base angles in an isosceles triangle property to find an unknown angle and to explain why line segments are of equal size.

Students use the angle-in-a-semicircle property, and the sum of the angles in a triangle to find unknown angles.

Students identify the angle of different objects and movements.

Students use their knowledge of angle properties to identify missing angles identified on a street map.