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Students identify decimal numbers on a number line.

Students calculate the lengths of circles and straight lines on an oval athletics track from its given radius and total length, and show their working.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

In this practical task students design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.

Students convert the millimetre dimensions of a door to metres and centimetres.

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

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

From three different sized animal pictures and their enlargements, students are required to identify the scale factor and the length of an unknown side.

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

Students calculate the volume of 3-dimensional shapes made up from cubes.

Students identify invariant properties for enlargement.

Students identify the correct unit of measurement that would be used for the weight or length of a range of everyday objects.

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.

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.

Students enlarge a diagram to a given scale.

Students identify the correct unit of measurement that would be used for the weight or length of a range of everyday objects.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students use words about height, mass and weight of family members to write a description of a family going shopping.

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

This task is about identifying the best unit to measure temperature, weight, time, capacity and length.

Students work out how many small boxes fit into a larger carton.

Students calculate the length of fencing around a deck.

Students calculate the area of lawn, deck, house, patio, pool drive and garden of a section.

Students calculate the width, height, perimeter and area of a dressing table, and the volume of a drawer from given measurements.

Students use a linear equation to solve a mathematical problem involving the length and width of a framed picture.