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Students read a poem and its visual text to answer inferential questions. SJ-1-2-1993.

Students describe the images seen in flat and convex mirrors.

Students use pictures of different types of parakeets to identify distinguishing features. NOTE: This resource needs to be used in colour.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students study a poster about the benefits of exercise and make inferences from written and visual information.

As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students perform calculations using whole numbers and negative numbers.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.

Students complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Task: Answer questions about rowing. Assessment focus: levers.

Students read a narrative about relationships and wanting to impress others. Assessment focus: the author’s construction of a character and an evaluation of this character.

Students read a narrative about how a character copes with changes in her family dynamics. Students then complete three tasks focusing on that character. Assessment focus: an evaluation of a character and the author's construction of her. (The text used for this resource is reproduced under the "Working with Students" tab.) Reading age 10-12. SJ-4-2-2000. Text not provided.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.