Refine Current Search

Students expand and simplify algebraic expressions based on measurements of a path around a lawn.

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.

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

Students calculate an exact square root and estimate approximate square roots by finding the length of the square flower bed of a given area, and give an explanation for their answers.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students write a report on a table of data and make recommendations from their report.

Students compare the strength of drinks with different rates of drink powder per volume of water.

A spatial pattern involving the area of a shape is represented by a table and a diagram. Students describe the rule in words and as an algebraic expression.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

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