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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.

An extract from a long cartoon strip has students unpacking each frame for meaning and the visual language techniques of; speech bubbles, layout angles, and gestures. SJ-4-1-1997.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

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

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Using shapes on grids, students translate points by different vectors.

Using shapes on grids, students translate points by different vectors.

Students identify the viewpoint from which an isometric drawing of a plan of blocks has been drawn and then make their own isometric drawing from a different viewpoint.

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

Students use Pythagoras' theorem to find the unknown sides of right-angled triangles in three practical problems.

Students describe what makes two boats move and change direction.

In this practical task students use a ruler, a protractor, and a compass to enlarge an arrow by two given scale factors. They then complete a table to show the invariant properties.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students use a protractor to locate towns on a map from given compass bearings.

An illustration on a roller coaster ride is the context for questions on lettering, movement lines, and interpreting illustrations showing body language and emotions. SJ-1-2-1997, pages 20-21 are required.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students draw a line graph from information about room tidiness over the course of a day.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Students identify shapes with given shape properties.

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.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Students use a diagram of, and information about a measuring cup (a cone) to calculate and answer questions about volume.