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Students calculate the total area of a deck and a deck with an extension.

Students work out the area of a circle and a fraction (Sector) of a circle.

Students identify invariant properties for enlargement.

Students identify which shapes are identical to a given shape that have been rotated.

Students identify shapes after they have been rotated in 3 dimensions.

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

Students work out area, length and angles of a shape after enlargement.

For this NEMP task students perform a range of tasks involving symmetry, shape and angle identification, and reflection.

This task is about sorting shapes into different groups.

Students identify shape properties in a range of different shapes.

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 use trigonometry to calculate distances in practical problems.

Using given trigonometry ratios, students calculate distances in practical problems.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students identify the invariant properties of a translated and an enlarged shape.

Students choose the correct trigonometric ratio which would be used to calculate a missing length in two practical problems.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

Students decide whether shapes rectangles or not and explain their reasoning.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students identify the axes of symmetry, and the order of symmetry of four geometrical shapes. The information is recorded in a table.

Students match 3-dimensional shapes shown from different angles.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Students draw top and side views of five different 3-dimensional objects.