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Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

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 complete a cloze passage on how forests prevent erosion. They add words to create well-formed sentences.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

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

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

Students answer maths problems involving multiplication and show their strategies.

Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

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 predict the outcome of throwing five dice and confirm their predictions by conducting an experiment and calculating probabilities. After discussing how to get better estimates, they pool their results with others to get a more accurate estimate of how good their predictions were.

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 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.

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.

Students to show how to calculate problems that involve rates and ratios.

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.

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

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

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.

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.