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Students match given fractions to images of milk bottles to show how full each bottle is.

Students read an article on parachuting and complete a retrieval chart and answer comprehension questions.

Students show how they solve equal sharing problems.

Students identify multiples of 5 and of 3, and explain their reasoning.

Students decide whether a graph is suitable to display category data and explain their answer.

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.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students use tables, graphs, and equations to find the break-even point for two companies who charge for postage according to different rules.

Students read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

Task: Look for the similarities and differences in how students draw graphs to display information.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Students use doubling and halving to solve a number of multiplication problems.

Students find the unknown for a range of equations that require number property knowledge and understanding of relational thinking.

Students write number sentences for story problems, and create story problems from number sentences.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-2-2006. Text provided.

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.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.