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Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

Students compare the overall distribution of two graphs and describe their reasons.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

Students write number sentences for story problems, and create story problems from number sentences.

Students find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.

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

This practical task involves students making best estimates of sets of items and clearly demonstrating their method(s) of estimation.

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.

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

Students are assessed on their ability to find details about important information in a recount about a walking school bus, then identify the main idea of this text. SJ-1-1-2006. Text provided.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

The assessment focus is on student ability to identify details that support the main idea of a text, and to identify where the main idea is developed.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

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.

Students break given numbers into equal sized groups. Students must show their working.

Students decide whether shapes rectangles or not and explain their reasoning.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students are assessed on the ability to identify important information in order to establish the main idea of a narrative text about being judgemental. Reading age 10-12. SJ-4-3-1994. Text provided.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.

Students are assessed on their ability to identify the main idea in a text about bridge construction.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.