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Students carry out time calculations, showing some responses on analogue clock faces, and interpret an analogue time.

Students convert times between analogue and digital forms.

Students calculate the time taken for bus travel and zoo feeding times based on analogue clocks showing start and finish times.

Students decide whether the times written in words under analogue clocks are correct.

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

Students use a diagram of a netball court and soccer field to calculate area.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

Students read an analogue clock face and draw some times onto other clock faces.

Students read analogue clock faces, and carry out time calculations drawing the results onto other clock faces.

Students draw times onto analogue clock faces and interpret analogue times.

Students carry out time calculations and show digital times on analogue clock faces.

Students show a range of times on analogue and digital clocks.

Students calculate a finishing time from a given time, and show the analogue times for a range of activities.

Students show, interpret, and do calculations on times in both analogue and digital forms.

Students select a non-standard unit of measure to measure an envelope and explain their choice.

Students use a cross-section diagram of a canal to calculate area and volume.

Students calculate length and area of colours on the Danish flag.

Students calculate the area of a composite shape.

Students use diagrams of two boxes with given dimensions to calculate the volume of both boxes and the number of smaller boxes that could fit into one of the boxes.

Students use the measurements of a swimming pool and surrounding area to calculate perimeter, area and quantity of tiles needed for the surrounds.

Students calculate area of colours and the perimeter of a flag.

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.

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 draw shapes of given areas, and choose from the bigger area, explaining their reasoning.