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Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

Students identify the compass direction that describes travel between two towns on a map.

Students demonstrate their knowledge of north, south, east, and west by giving the names of people shown on a plan of a forest park.

Students identify the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.

Students locate positions on a treasure map using the major compass directions.

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

Students show their understanding of clockwise and anticlockwise directions by identifying which objects in a circle a pointer will point at.

Students identify the major compass directions (North, South, East, and West) to describe the paths people took on a simple plan of a zoo.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students use vectors and select correct vector diagrams for practical problems.

Students use a protractor to locate towns on a map from given compass bearings.

Students identify place names that children on a map of Pirate Island will be facing after making clockwise or anticlockwise turns.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

Students identify turns as left or right to describe a path taken on a simple street map.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students give grid references, and drag and drop grid references onto a grid.

Students identify points on a circular grid using references that give distance and direction (expressed in clock bearings).

Students identify positions on a grid using grid references.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

Students show their understanding of directions by identifying which child will be chosen in a circular game for which clockwise instructions are given.

Students use co-ordinates to identify a coded message.