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Students identify which transformation has been used to map one shape onto another.

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

Students identify the smallest fraction of a turn so that a shape remains the same.

Students calculate the scale factor and length of one side of a building extension, then draw in a different extension from a given scale factor.

Students calculate the shortest distance between two points on a grid map by using a scale.

Students match pictures of objects with a list of capacities involving litres and millilitres.

Students answer questions about the total capacity in litres given the number of cups that fill the containers.

For this NEMP task students draw the other half of a shape by using its line of symmetry.

Students calculate the area of a composite shape.

Using grids, students show three different ways of tessellating four identical shapes.

Students make a series of rotational turns based on compass positions.

Students calculate the perimeter and area of three composite shapes.

Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

Students identify the picture of a cat which best shows each of four described transformations of the original cat.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

For this practical task, students construct 2 different towers from multi-link blocks, then draw these shapes from 3 different views.

Students enlarge shapes by whole number scale factors.

Students select what 3-dimensional shape will be made from each of two nets.

Students answer questions about weight and number of packets of biscuits for a school fundraising project.

Students calculate the lengths of circles and straight lines on an oval athletics track from its given radius and total length, and show their working.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

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.