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Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.

Students read a narrative about a girl who behaves like an overly enthusiastic parent and her father who behaves like a reluctantly involved adolescent. They use and evaluate evidence from the text, alongside their background knowledge, to complete the task. SJ-3-2-2010. Text not provided.

Students are assessed on their ability to find details to identify the main idea of a text about cultural change in a Pacific context.

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.

This comprehension task assesses student ability to evaluate the ideas and information in a text about an environmental issue. Students are asked to read a text, then respond to four questions. SJ-4-3-2005. Text not provided.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

Students produce a simple written description, using nouns and adjectives with some precision.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

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

Students decide which children are estimating and which are not, and explain their reasoning.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Students produce a simple written description, using nouns and adjectives with some precision.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

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

Students identify the shaded fraction of a number of different shapes.