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A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.

Students read a newspaper article and answer questions about comprehension and vocabulary.

Students read a text on shoplifting to answer retrieval and inferential questions.

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

This task assesses student ability to find the text features of an explanation of a scientific idea.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students first do the science activity Throwing balloons 3 or Throwing balloons 4 where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this resource's writing task where they describe the balloon and what happens when it is thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

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.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students to show how to calculate problems that involve rates and ratios.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

Students are assessed on their ability to find details that relate to the main idea of a text about a flood. SJ-2-2-2004. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer. SJ-1-1-1998. Text provided.

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Students show how to solve some subtraction problems.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

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

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

Students predict nets that fold to make a cube, then cut out and fold the nets to check their prediction.

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