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Students read a poster about railway crossing safety to answer retrieval and inferential questions.

Students use addition and subtraction to calculate the changing balance in a students back account.

Students write four questions about an animal they would like to find out about.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.

Students read an extract about gathering water in Sāmoa to find information to fill in a chart. SJ-3-3-1999. Text provided.

Students read the description of a number of surveys and explain why the sample is biased.

Students draw a strange space creature from an oral description. The assessment focus is on listening to descriptions, recalling details, and following instructions.

Students read a poem about air to answer retrieval and inferential questions. SJ-2-2-1999. Text provided.

Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

Students identify towns and cities on a map using compass points.

Students need to interpret data about travel time to school and common after-school activities and identify which statement is true from a list of given statements.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

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

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.

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

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.

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

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

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.