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Students write down three features of plastic that makes it useful in the home.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students find the width and perimeter of three rectangles with the same area and different lengths.

Students calculate the number of 2cm blocks fit into a given 3-dimensional block model, and answer questions about one face, and volume of the block model.

Students specify the smallest angle of rotation so a shape remains the same.

After reading a narrative about a shrewd boy, 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-2-4-2000. Text provided.

Students read a personal recount about family relationships in a Pacific context. Assessment focus: the author's construction of two characters and an evaluation of them.

Students read a narrative about how a girl deals with her anxiety over Sports Day. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-2-3-2009. Text provided.

Students read a narrative then complete three tasks that focus on one of the characters. Assessment focus: an evaluation of a character and the author's construction of that character. SJ-4-3-2004. Text provided.

Students complete a spatial sequential pattern, record the pattern in a table, and complete a statement about the pattern's rule.

From a collection of 9 common objects, students identify those objects that are attracted to magnets.

Students match pictures of six objects to their appropriate energy source from the list provided.

Students answer short questions to show their knowledge of heat transfer through metal and plastic spoons.

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.

Students complete a pictograph showing the results of a survey about favourite rugby teams.

For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

Students answer questions about how a road moves after an earthquake.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

Students complete a chart showing the tally and total for different kinds of fruit.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

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 draw a scatterplot of a table of data and describe the relationship between the two variables.

In this practical task, students decide how many of four different shaped containers have the same capacity, then check by filling them with water.