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

Students complete shape patterns which show translation, reflection, or rotation.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

Students use given shapes to cover grids in tessellating patterns.

Students choose which transformation is being used to continue a pattern.

Students identify what shapes look like when rotated through half and quarter turns.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students continue tessellation patterns of a rectangular shape.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students continue tessellating patterns which all use the same base shape.

In this practical task, students cut out triangles and rectangles to make three different nets for a triangular prism.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

This task requires students to enlarge two patterns on a grid using centres of enlargement and scale factors.

Students draw shapes to continue tessellation patterns.

In this practical task, students use three different views of a 3-dimensional shape to help them design a net and construct a model of a pyramid.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students interpret and answer questions about a dot plot showing how easy or hard some school work was.

Students interpret and answer questions about a line graph about a hungry tiger.

Students interpret a line graph about how students felt during their swimming sports.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students draw a line graph from information about room tidiness over the course of a day.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

From a given list students select the correct name for each of four labelled features on a weather map. They then identify a pattern to name a pressure reading number.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

In this practical task students design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.