Refine Current Search

Students draw 3-dimensional block shapes onto isometric paper from 2-dimensional plans.

Students use vectors and select correct vector diagrams for practical problems.

Students use their knowledge of the interior angles of regular polygons, isosceles triangles, and parallelograms to work out unknown angles for a variety of 2-dimensional shapes.

Students use their knowledge of the angle between a tangent and radius property and the sum of the angles in a quadrilateral to work out unknown angles in a diagram and explain their workings.

Students identify the angle of different objects and movements.

Students identify similar shapes of all sizes from a given drawing.

Students identify the angle of different objects and movements.

Students explore the additive identity by completing open number sentences.

Students explore the additive identity by deciding whether addition and subtraction number sentences are true or false.

Students complete number relationships using 'is greater than' and 'is less than'.

Students identify different parts of linear formulae which describe costs for buying and transporting clothing.

Students describe algebraic expressions in words.

Students solve linear equations based on pizza orders and cooking times.

Students expand algebraic expressions.

Students identify what happens to indices when simplifying algebraic expressions.

Students select the correct simplification of algebraic expressions.

Students use measurements to write algebraic expressions for the perimeter and area of a garden.

Students expand and simplify algebraic expressions based on measurements of a path around a lawn.

Students complete addition and multiplication linear equations by selecting from a range of numbers.

Students select the equations that show the commutative law.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students interpret a relationship diagram about the relative heights of four children.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.