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A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

In this practical task students put fractions of different items bought at a school fair onto a shopping bag.

Students select the correct fraction of fruits to click and drag into a bowl.

Students identify shapes with given shape properties.

Students answer questions that involve adding two or three numbers.

Students answer questions that involve subtracting numbers.

Students find missing numbers to complete addition and subtraction number patterns.

Students break amounts into a number of equal sized groups.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Students demonstrate their understanding of the effect of division and multiplication involving fractions.

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

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

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

This task is about finding the solutions for linear equations.

Students select graphs on a Cartesian plane when their gradient and y-intercepts are given.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

Students compare the area of two different triangles.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

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: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

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

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.