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Students cut out tangram shapes and arrange them to fit into the outline of three different drawings of everyday items.

Students decide whether shapes rectangles or not and explain their reasoning.

Students read scales from pictures of everyday measuring equipment.

Students identify the measure of temperature off linear scales.

Students continue tessellation patterns of a rectangular shape.

Students read scales to measure images of objects to the nearest tenth of a centimetre.

Students use the given the radius to draw each circle on a bulls-eye target.

Students count the number of faces on various 3-dimensional shapes.

Students draw in three 3-dimensional shapes on a grid from the view shown.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday objects.

Students draw lines of symmetry on road sign pictures.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students show, interpret, and do calculations on times in both analogue and digital forms.

Students estimate the amount of liquid in four different glasses based on the amount given that is in a fifth glass.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

Students complete a timetable by adding on the time taken for each task.

Students cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

For this NEMP task students match 3D objects and their nets.

In this practical task students make four different 3-dimensional objects.

Students choose the most appropriate measurement unit - millimetre, centimetre, metre, or kilometre - to measure a range of objects.

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.