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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.

Students work out starting and finishing times, and how long events take.

For this NEMP task students use a protractor to measure how many degrees two boats turn as they change course.

Students calculate the area of a bush reserve in hectares.

Students calculate the area of a range of rectangular shapes.

Students calculate the distance around three different sized gardens.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

Students calculate the length of fencing around a deck.

In the context of kicking a goal at rugby, students use Pythagoras' theorem to calculate distance. Students then use trigonometry to work out if the kick passes through the posts.

Students continue tessellating patterns which all use the same base shape.

Students find out the length of the sides of triangles using Pythagoras' theorem, and show their working.