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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.

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 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.