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

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 identify the approximate capacities of everyday containers.

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 write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

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.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.