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Students identify shapes that have been shaded two-thirds and name the fraction that the other shapes have been shaded.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

Students read a one-page article on DNA testing and answer four selected response questions about the aim and purpose of the article.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

Students listen to a folktale then recall information from it by answering multiple-choice questions.

Students show how to work out the number of 1-digit that there are in 2-digit numbers.

Students show how to calculate maths problems involving fractions as a part and as a whole.

Students use percentages to calculate heights of a building from the total height. They then explain how to calculate another percentage.

This task requires students to estimate some addition problems using any appropriate method.

Students convert heights of a building into the percentage of the given total height, explaining how they solved some conversions. Assessment focus is on how they calculate these heights and what strategies they use.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students use the commutative property to find missing numbers in equations and explain the property.

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

Students predict the outcome of throwing five dice and confirm their predictions by conducting an experiment and calculating probabilities. After discussing how to get better estimates, they pool their results with others to get a more accurate estimate of how good their predictions were.

Students decide which statement about a dot plot is incorrect and explain their reasoning.

This task requires students to estimate some addition problems using any appropriate method.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students show how they estimate in some multiplication problems and come up with sensible estimates.

Students explore the concept of equality by deciding whether addition sentences are true, false or not proper number sentences.