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

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.

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.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

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.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

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.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

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.