Refine Current Search

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

For this NEMP task students calculate the number of tiles needed to cover the area of several rooms.

Students work out how many triangular prism shapes there are in larger cuboid, and answer questions about volume of both shapes.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

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.

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

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

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: 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.

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

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.