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Students convert millilitres to litres and vice versa to answer questions about the number of 200ml cups of lemonade in litre bottles.

Students draw shapes to continue tessellation patterns.

Students identify the major compass directions (North, South, East, and West) to describe the paths people took on a simple plan of a zoo.

Students calculate area of colours and the perimeter of a flag.

Students use a protractor to find given angles and draw angles of given degrees.

In this practical task, students decide how many of four different shaped containers have the same capacity, then check by filling them with water.

Students estimate (and explain how) the area of two islands on a grid.

This task requires students to use a protractor to draw in three angles on a half circle window design.

Students decide if the height, length, or width of everyday objects is less than, or more than, one metre.

For this NEMP task students calculate the number of tiles needed to cover the area of several rooms.

Students calculate the capacity, in millilitres, of three containers whose measurements are given in centimetres.

Students estimate the height and length of various items around their school.

Students calculate the width, height, perimeter and area of a dressing table, and the volume of a drawer from given measurements.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.

Students draw in the reflected images of two sketches along a given mirror line.

Students calculate the perimeter and area of a composite shape.

Students answer multiple-choice questions about volume of fish tanks given their dimensions.

Students cut and glue shapes to complete patterns involving translation, reflection and rotation.

Students measure images of objects on a centimetre ruler.

Students are asked to work out the perimeter of different polygon shapes.

Students use given shapes to cover grids in tessellating patterns.

Students show a range of times on analogue and digital clocks.

Students calculate the area of two shapes on a grid.

Students draw shapes to show how the perimeter increases and decreases for different shapes of the same area size.

Students construct a time line by choosing the best digital time for a range of common daily activities.