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Students identify shapes with given shape properties.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students work out the height, width and length of gift packets.

Students identify the number of faces for different 3-dimensional models.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students identify shapes that have one or more right angles.

From a drawing of a 3-dimensional shape, students draw five different 2-dimensional views of it onto grids.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

In this practical task, students use models of 3-dimensional shapes to complete a chart showing the number of faces, corners, and edges for each object.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students identify triangles that have a right angle and an angle greater than a right angle.

Students draw cross-sections of different buildings.

Students identify equilateral, isosceles, scalene and right angled triangles.

Students draw cross-sections of different foods.

Students answer questions about the journey of an ant along the edge of a tetrahedron.

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.

In this practical task students use a grid squares overlay to estimate the area of six shapes by counting the number of squares each shape covers.

Students identify the types of triangles made by everyday objects.

Students read analogue clock faces, and carry out time calculations drawing the results onto other clock faces.

Students use their knowledge of the trigonometric functions sine, cosine, and tangent to calculate the length of sides of sails in a diagram of a yacht.

Students read scales from a car speedometer.

Students draw reflections of shapes in given mirror lines.

Students draw lines of symmetry on everyday objects.

Students identify how many smaller units make up a larger unit of time measurement, e.g. hours in a day.