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Students cut and glue shapes to complete patterns involving rotation.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

Students identify how many unit squares cover given 2-dimensional shapes.

Students calculate the area and perimeter of four shapes on a grid.

Students convert the millimetre dimensions of a door to metres and centimetres.

Students calculate the areas of four composite shapes.

Students use a scale map to estimate the area of Antarctica and explain their method.

Students enlarge a shape on a grid and explore the relationship between scale factor and area.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Students sort shapes using two attributes, and recognise where the attributes overlap.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

Students select the correct name for regular quadrilateral shapes.

Students draw reflections of an object with a mirror line.

Students choose the correct trigonometric ratio which would be used to calculate a missing length in two practical problems.

Students identify which transformations could have been used one shape onto another.

Students calculate the area of lawn, deck, house, patio, pool drive and garden of a section.

Students identify shape properties in a range of different shapes.

Students use the measurements of a swimming pool and surrounding area to calculate perimeter, area and quantity of tiles needed for the surrounds.

Students calculate the time taken for bus travel and zoo feeding times based on analogue clocks showing start and finish times.

Students work out the time based on how much a candle burns down.

Students convert between millilitres, litres, pints and gallons, and kilometres and miles.

Students add up the times for a number of exercises to get the total.

From two different street sign pictures and their enlargements, students are to identify the scale factor of each enlargement and either a missing length or the missing factor when enlarging the area.

Students predict which 3-dimensional shapes nets will make and then fold nets to identify the shapes.

Students enlarge shapes by specified increases in each dimension.