Refine Current Search

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students measure images of objects on a centimetre ruler.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

This task assesses close reading and making inferences about the setting, backdrop, props, costumes, and acting required in a performance of the Junior Journal play "Too Much Noise".

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

Task: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

Task: Students give oral explanations about how the features of a wētā or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

Students identify the approximate capacities of everyday containers.

Students place decimal numbers in the correct order and position on a number line.

Students interpret and answer questions from a bus timetable including some time calculations.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

A recount about a whale watch is the context for comprehension questions that require making inferences. The recount is reproduced in the resource. SJ-1-1-1998. Text provided.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

Students match given fractions to images of milk bottles to show how full each bottle is.