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Students interpret a tree diagram to answer questions about the probability of selecting certain combinations.

Students interpret information presented in a tree diagram to calculate the probability of various events.

Students draw a tree diagram to show all the possible colour combinations for the walls, carpet, and ceiling of a room.

Students complete a tree diagram to show all possible combinations of a drink, main course, and dessert that could be chosen for a party.

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

This task requires students to interpret a tree diagram of art materials and identify the number of different possibilities from various combinations presented.

Students complete a tree diagram to show the possible combinations of marbles and counters in two bags.

Students complete a tree diagram to illustrate all the different combinations of height and colour of four candles and evaluate probabilities for some combinations.

Students use a flowchart to find solutions and generate rules from them.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

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

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Students explain why different animals have their eyes placed in different positions on their head.

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.

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.

Students show how to divide given amounts into the number of groups of a given size.

Task: students explain links between a bird's feet and its lifestyle.