Refine Current Search

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

This practical task requires students to construct a one metre newspaper roll, use it to estimate the dimensions of a room, then calculate the volume of that room.

Students estimate the amount of liquid in four different glasses based on the amount given that is in a fifth glass.

Students estimate (and explain how) the area of two islands on a grid.

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

This task requires students to use a protractor to draw in three angles on a half circle window design.

In this practical task, students measure two circular objects to find the circumference, diameter and the relationship between them (pi).

Students read pairs of measurements on linear scales and identify which are greater than, less than, or equal to.

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 or estimate the area for each of three shapes on a grid.

In this practical task, students estimate how many multi-link blocks equal the length of two common classroom items. They then check their estimate with the blocks, then measure with a ruler.

Students complete statements which explore the relationship between scale factor enlargements and length, area, and volume of 2 and 3 dimensional shapes.

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 follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

Students measure images of objects on a centimetre ruler.

Students read scales to measure images of objects to the nearest tenth of a centimetre.

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

For this NEMP task students calculate the number of tiles needed to cover the area of several rooms.

Students calculate the area of a bush reserve in hectares.

Students identify the approximate capacities of everyday containers.

Students work out the area of different shapes.

Students explain why two people will get different totals when measuring a room using their hand span.

Students use diagrams of a metric and imperial ruler to convert between inches and centimetres.

Students calculate the capacity, in millilitres, of three containers whose measurements are given in centimetres.

Students show given times on an analogue clock, and answer a question about difference in time.