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Task: read an article about releasing hand-reared kaka into a safe environment and answer questions about the research. Assessment focus: field investigations.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Students work out and count the different meal combinations available as shown in a tree diagram.

Students answer questions and calculate percentages from a frequency table of tree heights.

Students show understanding of probability by selecting a fraction to represent the chances of picking coloured marbles from a cup.

Students interpret information presented in a pie graph to answer questions.

Students answer questions and calculate a percentage related to a bar graph of the ways students travel to school.

Students complete and label a bar graph and a strip graph about eye colour from a table of information.

Students interpret data presented in raw form to answer questions, calculate a percentage, and calculate a variety of data measures.

Students construct and label a pie graph of favourite drinks from data in a table. They also interpret results involving proportions.

Students identify similar shapes of all sizes from a given drawing.

Task: Select what would happen when like poles of a magnet come together, and explain why a plastic rather than a metal car was used in the investigation. Assessment focus: magnetism.

Students identify which transformation have been used to make different pictures of frogs.

Students identify what transformations are used to continue a pattern.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Students identify axes of symmetry on several shapes and which shape has no axis of symmetry.

Students identify which transformation has been used to map one shape onto another.

Students identify triangles that have a right angle and an angle greater than a right angle.

Students identify the smallest fraction of a turn so that a shape remains the same.