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Students identify which transformations could have been performed on pairs of shapes.

Students draw lines of symmetry on everyday objects.

Students identify invariant properties for enlargement.

Students identify axes of symmetry, and angles of rotation.

Student reflect words in horizontal and vertical axes.

Students identify the number of faces for different 3-dimensional cube models.

Students choose which transformation is being used to continue a pattern.

Students answer questions about international time differences.

Students answer questions that involve calculating the capacities of different situations.

In this practical task, students estimate the capacity of two different sized containers, then check their estimates with a measuring jug.

In this practical task, students estimate the length of two common classroom objects, then check their estimates with a ruler.

Students use a diagram of a netball court and soccer field to calculate area.

Students identify the order of rotational symmetry for a number of shapes.

Students enlarge shapes by whole number scale factors.

Students solve probelms about a reflection and time.

This practical task requires students to construct a model based on a diagram of a similar model. They then draw their model onto isometric paper.

This practical task requires students to construct a model, using blocks, from drawings of five different view points of that model.

In this practical task, students first construct a 3-dimensional object from a drawing, then draw five different 2-dimensional views of it on a grid.

Given five views of the same 3-dimensional shape, students use multi-link cubes to construct it.

In this practical task, students cut out triangles and rectangles to make three different nets for a triangular prism.

This task is about working out distances and speeds.

Students draw reflections of a number of words.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

From a drawing of a 3-dimensional shape, students draw five different 2-dimensional views of it onto grids.