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Students record times as a.m. or p.m. onto notices for everyday events.

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

Students identify what shapes look like when rotated through half and quarter turns.

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

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

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students fold and cut paper to make symmetrical shapes.

For this task students are required to demonstrate their understanding of transformations. On three separate grids, they translate, reflect and rotate the same basic shape.

Students cut out 2-dimensional shapes and enlarge them by factors of 2 and 3 using paper squares.

Students construct enlargements of 2-dimensional shapes using sticks.

This task requires students to describe the three transformations an animal picture has gone through, choosing from reflection, rotation, translation, and enlargement.

Students calculate the area of a range of 2-dimensional shapes in unit squares.

Students use a movie timetable advertisement to answer questions about the movies being shown to test their understanding of a.m. and p.m.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students draw reflections of words in a horizontal axis.

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

Students identify what transformations are used to continue a pattern.

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 match digital times to events during a camp timetable.

Students are required to draw in arrows to show the parallel lines on three given shapes. They then draw in a right-angle symbol to show the perpendicular lines on three other given shapes.

Students calculate and identify the shape with the largest area, and the longest perimeter from three shapes drawn on a grid.

Students identify whether litres or millilitres would be the best unit of measurement for a range of everyday measuring tasks.

Students use diagrams of a metric and imperial ruler to convert between inches and centimetres.

Students calculate the area of four different shapes on a grid.