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Students read a short text about ladybirds to answer retrieval and inferential questions. Text provided.

The use of metaphors and similes is explored in this poem about umbrellas in a storm. Text provided.

Students read a poem then use information from it to make inferences. Text not provided.

Students calculate multiplication problems.

Students match bar graphs to tally charts.

Students work out the cost of items of clothing both before and after GST has been added to them.

Students drag numerals to create decimal numbers to create the largest and smallest decimal numbers, and closest decimal numbers to given whole numbers.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

Students read a poem to answer questions that focus on the language used. Text provided.

Students are required to identify the nouns and proper nouns in a short story about a class trip to the zoo.

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.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

After reading the text, students recall the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work on this resource with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

Students share out sets of counters into equal-sized groups.

Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

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.