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Students complete a timetable by adding on the time taken for each task.

Students explain why two people will get different totals when measuring a room using their hand span.

Students construct a calendar to match given criteria and enter three events onto the calendar.

Students calculate and record the length and height of coins in centimetres and metres.

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.

Using data given in a table, students are required to construct a double line graph on the axes provided.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

A council survey is to be sent out, and students are asked to give examples of representative samples.

Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

Students are required to critique a survey and design another useful question to be included.

Students identify common spelling errors and write the identified errors correctly. Students also identify lines of text without errors.

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.

Students identify spelling errors in common homophones and write the identified errors correctly. Students also identify lines of text without errors.

For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

The language of debating is assessed as students provide explanations of emotional argument, limited example, empathy, empty argument, rebuttal, refutation, and irrelevant conclusion.

Student read an extract from a speech that contains examples of a rhetorical question, exaggeration, understatement, allusion, and contrast. Using the examples from the speech to help them, students write a definition of each language feature..

This resource assesses grammar knowledge. Students identify prepositions used in twelve sentences.

From given examples, students define four root words then complete a chart of root words and their meanings.

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

Students are required to identify the verbs in a short story about a boy jumping off a diving board.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

This oral language resource has students matching debating terms and their definitions with extracts from a debate.

Students identify different speech techniques in a range of extracts of motivational talking from a coach.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.