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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.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

Students read a narrative about how a character copes with changes in her family dynamics. Students then complete three tasks focusing on that character. Assessment focus: an evaluation of a character and the author's construction of her. (The text used for this resource is reproduced under the "Working with Students" tab.) Reading age 10-12. SJ-4-2-2000. Text not provided.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Students find the unknown for a range of equations that require number property knowledge and understanding of relational thinking.

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

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students read a narrative then complete three tasks that focus on one of the characters. Assessment focus: an evaluation of a character and the author's construction of that character. SJ-4-3-2004. Text provided.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students order a range of fractions on a number line.

Students show or explain how to share cakes and pizzas equally amongst a number of people.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Students are assessed on their ability to identify important information and the main idea of an article about a geologist. Junior Journal 21. Text provided.

Students are assessed on their ability to identify important information and the main idea of an article about a conservation project for an endangered species. Junior Journal 13. Text provided

Students work out the number of covered counters on a 10 x 10 array.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students show where different fractions are positioned on a number line.

Students show how to partition a number of counters and identify the fraction shared.

Students identify shapes that have been shaded two-thirds and name the fraction that the other shapes have been shaded.

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

Students identify square and cubic numbers mentally in a timed test.

Students answer questions involving adding and subtracting fractions of food.

Students use percentages to calculate heights of a building from the total height. They then explain how to calculate another percentage.