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

Students order three digit scores from a sports day, and identify those scores over a certain number.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

Students select the best unit measure of length for a number of situations.

Students interpret a pie graph by answering questions on how city rates were spent over one year.

Students decide whether the times written in words under analogue clocks are correct.

Students are asked one multiple-choice and one short answer question about fair testing.

Students use circuit diagrams to answer three questions about switches and which lamps will light up.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

Students are provided with two diagrams, one showing the focus of earthquakes in NZ and the other the Earth's plates. Students interpret these diagrams and use them to answer three short questions.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

Students use information on the properties of five different drinks in order to place them correctly into a key.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

Task: identify micro-organisms. Assessment focus: using an identification key

This task is about describing the behaviour of light rays.

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

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Answer questions about rowing. Assessment focus: levers.

Students carry out a simple experiment with static electricity and then explain their findings.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.