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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.

Students calculate the time taken for bus travel and zoo feeding times based on analogue clocks showing start and finish times.

Students predict which 3-dimensional shapes nets will make and then fold nets to identify the shapes.

Students enlarge shapes by specified increases in each dimension.

Students calculate the area of a range of rectangular shapes.

Students calculate the distance around three different sized gardens.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

In this practical task students design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.

Students continue tessellating patterns which all use the same base shape.

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students use a template to complete three rotations of a bird in the cage. The same template is used to draw the reflection of the bird using the mirror line shown on the cage.

Students write down the names of the 2-dimensional shapes that a Geo Bird is constructed from.

In this practical task students predict what the widthwise and lengthwise cross-sections of a selection of fruit and vegetables would look like.

Students use a calendar of one month of the year to assist them in making time calculations.

Students calculate a finishing time from a given time, and show the analogue times for a range of activities.

Students convert millilitres to litres and vice versa to answer questions about the number of 200ml cups of lemonade in litre bottles.

Students identify the major compass directions (North, South, East, and West) to describe the paths people took on a simple plan of a zoo.