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Students list all possible combinations from six different articles of clothing.

Students read a short piece of text and construct a tally chart for the number of letters in each word. With these results they draw and label a pie graph.

Students complete the total and mean columns in a table of sunshine hours. They then construct a bar graph and make a statement comparing some of the data.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students need to answer questions about a pictogram which shows how much money was spent on different fireworks at a store.

Students show their understanding of a dot plot by responding to questions about the birth months of a class.

Students construct a dot plot of fish seen at an aquarium from a tally chart, and answer questions interpreting the results.

Students interpret a pie graph by answering questions on how city rates were spent over one year.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

Students interpret a bar graph showing the number of different types of shell collected on a beach.

This task requires students to interpret and answer questions about a tally chart showing the number of trucks passing a given point.

Students answer questions about a stem-and-leaf graph which shows the distances some students threw a netball.

Students determine the probability of a hot air balloon landing in various locations marked on a grid map.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Students draw reflections of words in a horizontal axis.

Students identify the number of faces for different 3-dimensional models.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students identify shapes that have one or more right angles.

Students draw lines of symmetry on everyday objects.

Students continue tessellation patterns of a rectangular shape.