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In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

Students read an analogue clock face and draw some times onto other clock faces.

This practical task requires students to rank a series of pictures of everyday objects in order from hottest to coldest.

Students answer questions that involve time calculations.

In this practical task, students estimate, and then measure, the weight of two objects using a number of multi-link cubes, a balance scale and weights.

Students read pairs of measurements on linear scales and identify which are greater than, less than, or equal to.

In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

Students explain why two people will get different totals when measuring a room using their hand span.

In this practical task students use a grid squares overlay to estimate the area of six shapes by counting the number of squares each shape covers.

Students read analogue clock faces, and carry out time calculations drawing the results onto other clock faces.

Students identify how many smaller units make up a larger unit of time measurement, e.g. hours in a day.

Students select the most appropriate unit of time for a series of everyday activities.

Students decide whether a range of everyday objects hold less than or more than one litre.

In this practical task, students estimate and then measure how far they can jump.

Students order times by selecting the appropriate time, written in words, for each of Pirate Pete's morning activities.

For this NEMP task students order six shapes from smallest to largest by area.

This practical task requires students to lift a 1 kg weight and then estimate whether a range of everyday objects weigh less than, about the same as, or more than 1 kilogram.

In this practical task, students decide which of four shapes have the same area, then use 100s blocks to check their answer.

This task is about identifying the best unit to measure temperature, weight, time, capacity and length.

Students interpret a calendar of the month of March.

Students draw times onto analogue clock faces and interpret analogue times.

Students carry out time calculations and show digital times on analogue clock faces.

Students carry out time calculations, showing some responses on analogue clock faces, and interpret an analogue time.

On a calendar of the month of July, students record various regular activities to be done during that month.

Students interpret a calendar of the month of December.