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Students identify shapes that have one or more right angles.

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 cross-sections of different buildings.

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

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

Students identify the types of triangles made by everyday objects.

Students count the number of letters in 7 different animal names and decide if the number is odd or even.

Students find and write the numbers to complete equations that add to 10.

Students work out which row of coins represents a given amount.

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

Students use a table of information to answer questions about descriptions of different substances.

Students order a 1- and 2- digit number series and a 3 digit number series.

Students read scales from a car speedometer.

Students use digit cards to create 3-digit whole numbers and identify smallest and largest values.

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.

For this NEMP task students write a letter to a bookshop requesting information about a book.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

Students use addition and subtraction to solve story problems and show their equations.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of probability events happening.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Students work out how many small boxes fit into a larger carton.