Thinking resources

Students colour and cut out 4 shapes and fit them together to make tessellating patterns.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.

Students write algebraic expressions which make equations true.

Students interpret a back-to-back bar graph about apples picked by comparing and identifying patterns.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

In this practical task, students use their understanding of the link between capacity and volume to make cardboard containers that hold 250ml and 500ml of water.

In this practical task, students make different shapes with four multi-link cubes, draw them, identify the smallest perimeter, and explain what happens to the area.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

Students explain why two people will get different totals when measuring a room using their hand span.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

Students cut out tangram shapes and arrange them to fit two different ways into rectangle outlines and once into a triangle outline.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

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 use number properties to solve problems without calculating.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Students write arguments for and against school rules.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.