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Students calculate the area of a composite shape on a grid.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

The assessment is based on an extract from an article on pacific fashion that has students responding to questions on layout, font, images, and repetition. SJ-4-1-1997. Text provided.

Students read a collage of students' statements about the battle at Gallipoli and respond to questions on fonts, symbols, visual background, and issues. SJ-4-2-1997.

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

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.

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

Students match verbal statements about a class with graphic scales which represent their statements.

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 all possible combinations of the numbers 1, 2, 3, and 4, and of the letters a, b, and c.

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

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

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

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.

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.

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

Students identify what transformations are used to continue a pattern.

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

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.