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In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students use a given number of multi-link cubes to build two buildings with different heights.

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

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

Students calculate the shortest distance between two points on a grid map by using a scale.

Students match pictures of objects with a list of capacities involving litres and millilitres.

Students answer questions about the total capacity in litres given the number of cups that fill the containers.

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

For this practical task, students construct 2 different towers from multi-link blocks, then draw these shapes from 3 different views.

Students select what 3-dimensional shape will be made from each of two nets.

Students answer questions about weight and number of packets of biscuits for a school fundraising project.

Students record the times shown on analogue clock faces in words and as digital times.

Students draw a line from each measurement and unit to its equivalent.

Students convert times between analogue and digital forms.

In this practical task, students cut out shapes and combine them to make a shape with the largest perimeter, and calculate the perimeter and area.

Students calculate or estimate the area for each of three shapes on a grid.

Students identify the correct unit of measurement that would be used for the weight or length of a range of everyday objects.

For this NEMP task student draw the cross section indicated on 6 different food items.

Students identify how many unit squares cover given 2-dimensional shapes.

Students calculate the area and perimeter of four shapes on a grid.

Students convert the millimetre dimensions of a door to metres and centimetres.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.