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

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

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.

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: 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: 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: 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 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.

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.