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Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students write a report which gives details about a problem, gives reasons for the problem, and suggests how it might be fixed.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

This is a resource in which the students read a short story 'The Reading Room' and answer ten short written questions. SJ-3-1-1998. Text provided.

Students read a poem 'Full Moon Tiger' to answer questions about metaphor, contrast, rhyme and alliteration. SJ-2-3-1987. Text provided.

Students demonstrate their understanding of place value by ordering numbers, showing numbers on an abacus, and naming place and total values.

Students calculate the number of rocks in a wall set up as an array.

Students use digit cards to create 3-digit whole numbers and identify smallest and largest values.

Students demonstrate their understanding of place value by showing numbers on an abacus and recording numbers shown on an abacus.

Students write 3-digit numbers in compact and expanded form.

Students write 3-digit whole numbers in compact and expanded form.

Students explore multiples of 2, 10, and 20 using repeated addition on a given starting number.

Students study a recipe then answer questions showing their understanding of written instructions.

Students read an article about a boy who loves sculpting insects to answer retrieval and inferential questions. (The text used for this resource is in the teacher information pages.) SJ-4-1-1997. Text provided.

Students use coloured beads to explore and continue a spatial pattern. They then describe the pattern.

Students read a narrative about a toy glider competition, then answer retrieval and inferential questions. SJ-3-1-1994. Text provided.

Students answer questions about energy transformation.

Task: Match terms with definition. Assessment focus: science vocabulary.

Task: Describe how the light rays move through a glass prism.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Students write down three features of plastic that makes it useful in the home.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.