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Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students complete a tree diagram to show the possible combinations of marbles and counters in two bags.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students solve mathematical problems and identify the linear equation that represents the situation.

Students use substitution to calculate a missing variable in algebraic expressions of practical situations.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students complete four patterns of musical notes.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

For this NEMP task students look at an humorous image of Santa and complete a thought bubble.

This practical task requires students to first plan how they could find out which liquid flows the best. Then they carry out their plan, record their results, and write a conclusion.

This NEMP task requires students to write a story book for a young person using a sequence of pictures.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

In this practical task, students are to estimate the cost of meals ordered from a menu. The teacher reads out the meals and students show the steps in their estimations.

Students identify multiples of 4 and of 6, and explain their reasoning.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Task: Students play a tag game that simulates the relationships between elements within a waterway, and discuss how different scenarios impact on the populations living there. Assessment focus: changes within a habitat affect everything living there.