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For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Students are provided with a graph showing the average rainfall and temperatures for Tokyo, Los Angeles, and Perth. Students interpret this graph to answer a number of questions.

In this practical task students order numbers from smallest to largest by gluing them onto a picture of a snake.

Students identify the solids, liquids, and gases in three short passages.

Students read an article about a cockatoo to find factual information. Junior Journal 17. Text not provided.

Students identify and continue the number pattern for a stack of cans and complete a graph to demonstrate the relationship between two sets of numbers.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Students solve linear equations based on pizza orders and cooking times.

Using the principles of fair testing, students identify four factors that could affect the time it takes for electric jugs to boil water.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

For this task students are provided with some weather information that includes the UV index. Students interpret this information to answer three short answer questions.

Students solve number problems involving ratios of hourly rates of pay.

Students write and solve linear equations to describe cooking times.

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

Students work out and count the different meal combinations available as shown in a tree diagram.

Students show their understanding of a table of time data by answering questions about features of the distribution.

Pairs of students play a game with four dice, calculate the probability of winning the game, comment on how to get a more accurate estimate of the probability, and explain whether the game is fair based on their results.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

Students interpret a graph of a child's feelings for different times and activities during a day.