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Student select shapes that are similar but not squares and explain what makes them squares or not.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

Students compare the overall distribution of two graphs and describe their reasons.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students identify the shaded fraction of a number of different shapes.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students decide whether shapes rectangles or not and explain their reasoning.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

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

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students select the correct operation to make equations true.

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students identify which transformations could have been performed on pairs of shapes.

Students identify whether litres or millilitres would be the best unit of measurement for a range of everyday measuring tasks.

In this practical task, students estimate the length of two common classroom objects, then check their estimates with a ruler.

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

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.

Students order a 1- and 2- digit number series and a 3 digit number series.

For this NEMP task students perform a range of multiplication and division calculations using whole numbers and decimals.

Students use the Beaufort Scale, found on the Met Service website, to answer questions about wind speed.