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Students calculate how many possible combinations there are when given different numbers of menu items.

Students calculate the perimeter of a range of 2-dimensional shapes.

Students calculate the area of a composite shape on a grid.

Students find the width and perimeter of three rectangles with the same area and different lengths.

Students identify how many smaller square and rectangular units make up larger square and rectangular shapes.

Students calculate the volume and surface area of a cuboid box.

Using isometric dots, students enlarge a 3-dimensional shape by a scale factor of 2.

Students identify what a shape plus its image will look like when reflected in a given mirror line.

Students complete a table about angle properties of four geometrical shapes.

Students need to apply their knowledge of Pythagoras' theorem to prove that a triangle of given measurements is right-angled.

Students are required to identify right angles in a series of diagrams, using their knowledge of angle properties relating to circles and tangents.

Students use isometric paper to complete drawings of 3-dimensional shapes.

Students use their knowledge of the angle between a tangent and radius property and the sum of the angles in a quadrilateral to work out unknown angles in a diagram and explain their workings.

Students calculate the length of a builder's string line.

Students draw lines of symmetry through pictures of everyday objects.

Students specify the smallest angle of rotation so a shape remains the same.

Students identify which transformation have been used to make different pictures of frogs.

Students identify axes of symmetry on several shapes and which shape has no axis of symmetry.

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

Students complete pictures by drawing in the other side of a mirror line.

Students select the best word to describe lines found on musical symbols.

Students draw reflections of shapes in given mirror lines.

Students draw lines of symmetry on everyday objects.

Students identify how many smaller units make up a larger unit of time measurement, e.g. hours in a day.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.