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In this practical task, students estimate the capacity of two different sized containers, then check their estimates with a measuring jug.

In this practical task, students estimate the weight of two different sized bags, then check their estimates using kitchen scales.

Students select the correct operation to make equations true.

Students conduct a practical, statistical investigation. They decide on a Topic and question, conduct the survey, complete the tally chart, construct a bar graph of the major ideas and make statements about the results.

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

Students read statements based on a bar graph and show understanding by marking whether each statement is correct.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

Students complete tables of energy use.

Students choose the best type of graph for a selection of sets of data.

Students select the best word to describe lines found on musical symbols.

Students identify the parts of a circle that lines on familiar signs and objects make.

Students identify grid references on a movie theatre seating plan.

Students identify the types of angles made by known landmarks.

Students use their knowledge of angle properties to identify missing angles identified on a street map.

Students identify the compass direction that describes travel between two towns on a map.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.

Students match pictures of 2- and 3-dimensional shapes with their correct names.

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

Students identify the 2-dimensional shape that cross-sectional slices of food make.

Students state whether each of nine common objects are transparent or opaque.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

Students identify the types of triangles made by everyday objects.

Students draw lines of symmetry on road sign pictures.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students state whether each of nine common objects are either soft or do not bend easily.