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

Students calculate the area of two shapes on a grid.

Students work out the area of different shapes.

Students calculate the area of a bush reserve in hectares.

In this practical task students use a grid squares overlay to estimate the area of six shapes by counting the number of squares each shape covers.

Students calculate the areas of four composite shapes.

Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

Students calculate the area of a block of land and calculate a width given the area. The questions also involve working with hectares.

This task is about using rates in ml/minute to work out how much water has dripped from four taps.

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

Students identify how many smaller square and rectangular units make up larger square and rectangular shapes.

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

Students calculate the area of lawn, deck, house, patio, pool drive and garden of a section.

Students identify how many unit squares cover given 2-dimensional shapes.

Students enlarge a shape on a grid and explore the relationship between scale factor and area.

Students calculate circumference, circular and square area of a road sign.

Students convert between millilitres, litres, pints and gallons, and kilometres and miles.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

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.

Students enlarge a diagram to a given scale.

From two different street sign pictures and their enlargements, students are to identify the scale factor of each enlargement and either a missing length or the missing factor when enlarging the area.

This task requires students to draw, on a grid, an enlargement of a radio station logo. The scale factor and the centre of enlargement are given. Students answer a question about the area of the original compared to the enlarged logo.

In this practical task, students estimate the weight of two different sized bags, then check their estimates using kitchen scales.

Students answer questions about weight and number of packets of biscuits for a school fundraising project.