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Students record the number of different shapes on a tally chart and total each.

Students pose a question for an investigation about favourite sports. They then construct a table that could record the results.

Students complete a line graph to show the daily height of a lettuce plant, giving their graph a title and labelling both axes.

Students interpret a strip graph and relationships within the graph.

Students to interpret a bar graph and answer questions about its data.

Pictures are given of the life cycles of three different animals (hawk, turtle and deer). Students identify which stage the animal's survival is most in danger and give explanation of why it is not safe. Students also give one special feature that helps this animal survive at this time.

Students are provided with a food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

For this task students are provided with photographs of four different types of weta. Students are asked to give two features that weta have in common with each other and to give two features that show weta belong to the group insects.

Students match the best font to illustrate a range of different signs.

A poem and brief article about Japanese dolls is the context for this comprehension resource that has focus on comparisons and purpose. SJ-2-2-1983. Text provided.

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

Students interpret seven business logos that are each presented with a single short written response question about a design feature.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students choose the best statement from five options to describe the probability of receiving notes and coins in a board game.

Students create three different sequential patterns using 12 squares or triangles.

Students are given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.