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Students calculate the quantity and time taken for pages to be printed on a computer printer from the rate at which it prints.

Students answer questions about the change in weight of dogs as a result of limited food and increased exercise.

Students work out time calculations involving 24 hour time.

Students construct a time line by choosing the best digital time for a range of common daily activities.

Students complete a chart showing the tally and total for different kinds of fruit.

Students complete and total a tally chart of food left from Tiare's party.

Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

Students construct a tally chart of project marks by grouping the marks, tallying and then totalling each group of marks..

Students record the number of different shapes on a tally chart and total each.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students carry out time calculations, showing some responses on analogue clock faces, and interpret an analogue time.

Students read an analogue clock face and draw some times onto other clock faces.

Students read analogue clock faces, and carry out time calculations drawing the results onto other clock faces.

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students complete a bar graph from information in a tally chart about the ages of students and interpret the data by answering questions.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

Students read an article about castles to complete a retrieval chart using information from the text. SJ-1-2-1995. Text provided.

Students work out starting and finishing times, and how long events take.

Students interpret a work schedule to answer questions about starting, finishing, and the total number of hours worked.

This task is about working out distances and speeds.

Students answer questions about international time differences.

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Students read a short piece of text and construct a tally chart for the number of letters in each word. With these results they draw and label a pie graph.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.