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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.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Students produce a simple written description, using nouns and adjectives with some precision.

Students use the commutative property to find missing numbers in equations and explain the property.

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 use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Students compare the area of two different triangles.

Students compare the overall distribution of two dot plots and describe their reasons.

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Students identify missing numbers and the rule for a growing number pattern.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

The language of debating is assessed as students provide explanations of emotional argument, limited example, empathy, empty argument, rebuttal, refutation, and irrelevant conclusion.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

Students identify which nets can be folded to make an open box shape.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students identify shapes with given shape properties.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students work out how much time some bus trips take.