Refine Current Search

Student fills in spaces and draw diagrams to identify the next two triangular numbers. They also state the rule for the pattern.

Students calculate the amount of money shown by diagrams of coins, then calculate change given when some of the money is spent.

Students draw a tree diagram to show all the possible colour combinations for the walls, carpet, and ceiling of a room.

On the outline provided, students colour in a rainbow. They then identify atmospheric conditions needed to see rainbows.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

Students carry out time calculations, showing some responses on analogue clock faces, and interpret an analogue time.

Students use a diagram of a solar eclipse to answer four questions.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Students construct a box-and-whisker graph from data in a table about the results of two classes' geography tests.

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: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

For this practical task students are given a variety of objects which they are required to make observations on by using their senses.

Students evaluate and simplify algebraic expressions for the side lengths and perimeter of a composite shape. They then find x for a given perimeter.