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Students draw shapes to continue tessellation patterns.

Students use a protractor to find given angles and draw angles of given degrees.

Students estimate (and explain how) the area of two islands on a grid.

This task requires students to use a protractor to draw in three angles on a half circle window design.

For this NEMP task students calculate the number of tiles needed to cover the area of several rooms.

Students calculate the capacity, in millilitres, of three containers whose measurements are given in centimetres.

Students calculate the perimeter and area of a composite shape.

Students are asked to work out the perimeter of different polygon shapes.

Students use given shapes to cover grids in tessellating patterns.

Students draw shapes to show how the perimeter increases and decreases for different shapes of the same area size.

Students match three dimensional shapes with nets that could be folded to make them.

Students work out how many triangular prism shapes there are in larger cuboid, and answer questions about volume of both shapes.

Students work out area, length and angles of a shape after enlargement.

Students find the perimeters for range of different 4-sided polygons.

Students convert units of weight - grams and kilograms - to answer questions a range of food items.

This task is about using rates in ml/minute to work out how much water has dripped from four taps.

Students calculate the area of three shapes with a grid in the background.

Students calculate the perimeter of a range of 2-dimensional shapes.

Students calculate the area of composite shapes.

Students calculate the area of a composite shape on a grid.

Students find the width and perimeter of three rectangles with the same area and different lengths.

In this practical task, students make different shapes with four multi-link cubes, draw them, identify the smallest perimeter, and explain what happens to the area.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

Students identify which shapes are identical to a given shape that have been rotated.