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Student reflect words in horizontal and vertical axes.

Students identify which transformation have been used to make different pictures of frogs.

Students identify what transformations are used to continue a pattern.

Students identify axes of symmetry on several shapes and which shape has no axis of symmetry.

Students identify which transformation has been used to map one shape onto another.

In this practical task, students use plastic coins to work out three different ways to make the same amount of money.

Students match digital times to events during a camp timetable.

Students addition and subtraction to work out what they can buy with given amounts of money, and the change they will get.

This practical task requires students to rank a series of pictures of everyday objects in order from hottest to coldest.

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

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Students choose which transformation is being used to continue a pattern.

Students identify missing numbers and the rule for a growing number pattern.

Students answer questions that involve time calculations.

Students answer questions about international time differences.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students halve and double a range of numbers.

Students estimate a division problem, share their methods, discuss the nice numbers and factors method, and then do more problems using nice numbers and factors.

Students read from, and mark points on, non-linear scales.

Students use the additive identity and the commutative property to assist them to solve simple equations without calculating.

Students answer questions that involve calculating the capacities of different situations.

Students calculate and identify the shape with the largest area, and the longest perimeter from three shapes drawn on a grid.

Students identify whether litres or millilitres would be the best unit of measurement for a range of everyday measuring tasks.

Students use diagrams of a metric and imperial ruler to convert between inches and centimetres.

In this practical task, students estimate the capacity of two different sized containers, then check their estimates with a measuring jug.