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Students read a short piece of text and construct a tally chart for the number of letters in each word. With these results they draw and label a pie graph.

Students construct a bar graph from the information about what sports Room 8 children would like to play next term.

Students construct and give a title for a bar graph of favourite food from data in a tally chart.

Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

Students pose a question for an investigation about favourite sports. They then construct a table that could record the results.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

Students calculate the repair charges of two different garages, graph them, and explain the results.

Students use given numbers to work out rules.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

Students read from, and mark points on, non-linear scales.

Students use number lines to show their understanding of commutativity.

In this practical task students order proper fractions on a number line between 0 and 1.

For this NEMP task students listened to a set of directions, then followed instructions to show this information on a map.

Students read opinions written by four different students and make inferences to answer comprehension questions.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Students answer questions involving adding and subtracting fractions of food.

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

Students use a number line to show how to solve whole number addition and subtraction problems.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.

Students calculate the volume of three different cuboid-shaped fish tanks given the height, length and width.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.