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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.

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.

Students identify whether litres or millilitres would be the best unit of measurement for a range of everyday measuring tasks.

Students answer questions about the total capacity in litres given the number of cups that fill the containers.

Students answer questions that involve calculating the capacities of different situations.

In this practical task, students estimate the capacity of two different sized containers, then check their estimates with a measuring jug.

In this practical task, students estimate, then measure, the volume of two containers using a measuring jug.

In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

In this practical task, students work in small groups to present a dance based on geometric concepts.

Students identify an equation which expresses the volume of a cuboid and calculate the number of blocks in a different cuboid.

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

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

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

This task is about finding the circumference of a circle using two different radius measurements.

Students identify the centre of enlargement and the scale factor for an enlargement on a grid.

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students calculate the distance travelled by the tips of the hands on a clock, and calculate the speed of one of the tips.