Refine Current Search

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.

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.

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.

Students construct and label a histogram of tulip heights from data in a table. They also answer questions about range, mode, median and mean.

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

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

This task requires students to answer questions about a stem-and-leaf graph of the lengths of seventeen frogs.

Students interpret a box-and-whisker graph of maximum daily temperatures over time.

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.

Students find the perimeters for range of different 4-sided polygons.

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.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

In this practical task students colour the appropriate proportion of a range of shapes on a picture of a clown.