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For this task students are required to demonstrate their understanding of transformations. On three separate grids, they translate, reflect and rotate the same basic shape.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Students cut out 2-dimensional shapes and enlarge them by factors of 2 and 3 using paper squares.

Students construct enlargements of 2-dimensional shapes using sticks.

Students calculate the perimeter of a range of 2-dimensional shapes.

Students calculate the length of a builder's string line.

Students calculate the area of four different triangle shapes on a grid.

On a grid, students enlarge the net for a box by a scale factor of 3.

Students drag and drop to sort 2-dimensional shapes into three categories based on the number of sides, curved sides, or corners the shape has.

This task requires students to describe the three transformations an animal picture has gone through, choosing from reflection, rotation, translation, and enlargement.

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.

Students calculate the area of a range of 2-dimensional shapes in unit squares.

Students answer four questions about flight times on a flight schedule.

Students carry out an investigation to determine the frequency and percentage of different numbers resulting from 100 dice throws. They construct a table to record the results.

Students predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.

Students list all possible combinations from six different articles of clothing.

Students are asked four short questions that require them to use a table that contains a count of the kind of books borrowed from a library for a month.

Students calculate how many possible combinations there are when given different numbers of menu items.

Students calculate the number of different combinations of ties and socks that could be worn.

Students construct a bar graph by categorising a range food items.

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

Students use a movie timetable advertisement to answer questions about the movies being shown to test their understanding of a.m. and p.m.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students read an analogue clock face and draw some times onto other clock faces.

Students find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.