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Students draw diagrams to demonstrate their understanding of three angle properties: angles at a point, adjacent angles on a straight line and vertically opposite angles.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.

Students use given rules to complete a series of number patterns.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students draw lines of symmetry on road sign pictures.

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

Students complete a tree diagram to show all possible combinations of a drink, main course, and dessert that could be chosen for a party.

Students draw a tree diagram to show all the possible colour combinations for the walls, carpet, and ceiling of a room.

Students use their knowledge of vertically opposite angles, adjacent angles on a straight line, and angles at a point to identify unknown angles in everyday shapes.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

Students identify the missing part of equations shown as number machines.

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.

In this practical task students make four different 3-dimensional objects.

Students rotate shapes using clockwise and anticlockwise turns.

Students identify whether dominoes have been rotated clockwise or anticlockwise, and by how much.

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

Students interpret information presented in a pie graph to answer questions.

Students identify the multiples and common multiples of numbers between 2 and 7 within given number ranges.

Students solve number problems involving ratios of hourly rates of pay.

Students read temperatures on thermometers and identify where changes of temperature would be marked.

Students choose the most appropriate measurement unit - millimetre, centimetre, metre, or kilometre - to measure a range of objects.

In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students follow instructions and draw specified 2-dimensional shapes (triangles, circles etc.) to complete a drawing of a clown's face.

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.