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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.

Students calculate the volume of three different cuboid-shaped fish tanks given the height, length and width.

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

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 convert millilitres to litres and vice versa when working out quantities of bottles and glasses of fizzy drink for a party.

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

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

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

Students decide whether a range of everyday objects hold less than or more than one litre.

Students convert millilitres to litres and vice versa to answer questions about the number of 200ml cups of lemonade in litre bottles.

Students match pictures of objects with a list of capacities involving litres and millilitres.

Students identify the approximate capacities of everyday containers.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

In this practical task, students decide how many of four different shaped containers have the same capacity, then check by filling them with water.