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Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

In this practical task, students estimate how many multi-link blocks equal the length of two common classroom items. They then check their estimate with the blocks, then measure with a ruler.

Students identify the approximate capacities of everyday containers.

In this practical task, students use different colours to identify a variety of 2-dimensional shapes in a stained glass window pattern.

Students calculate the volume and surface area of a cuboid box.

Students calculate the number of 2cm blocks fit into a given 3-dimensional block model, and answer questions about one face, and volume of the block model.

Students interpret and answer questions from a bus timetable including some time calculations.

Students interpret and answer questions from a calendar showing one month of the year.

Students enlarge shapes by whole number scale factors.

Students use trigonometry to find missing distances in three everyday problems.

Students are required to use trigonometry to calculate the length of one side of a right-angled triangle in three problems based on a ski lift, a toy sail boat and a penguin on an iceberg.

Students work out how much time some bus trips take.

Students use a calendar to answer questions about the days flowers are planted.

Students complete a timetable by adding on the time taken for each task.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students show given times on an analogue clock, and answer a question about difference in time.

Students specify the smallest angle of rotation so a shape remains the same.

Students answer questions about perimeter and length of square and rectangle shapes.

Students compare the area of two different triangles.

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

Students identify turns as left or right to describe a path taken on a simple street map.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

Students respond to and give directions about a simple path on a map involving right or left turns.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students give grid references, and drag and drop grid references onto a grid.