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Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students continue tessellating patterns.

Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

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

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students use a given number of multi-link cubes to build two buildings with different heights.

Students complete statements which explore the relationship between scale factor enlargements and length, area, and volume of 2 and 3 dimensional shapes.

Students follow instructions and draw specified 2-dimensional shapes (triangles, circles etc.) to complete a drawing of a clown's face.

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.