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Students cut out 2-dimensional shapes and enlarge them by factors of 2 and 3 using paper squares.

Students are required to draw in arrows to show the parallel lines on three given shapes. They then draw in a right-angle symbol to show the perpendicular lines on three other given shapes.

Students use a given number of multi-link cubes to make and draw different rectangles.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students complete two number patterns and write down a rule for each.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Students complete a table to describe a spatial sequential pattern.

Students use a diagram that shows a proposed site for a town that has a river running through it. Students identify where it would be best to collect drinking water, and how town planners could stop the town from flooding.

Students show times written in words on both analogue and digital clocks.

Students are given pictures of four different ways time can be measured (sundial, hourglass, candle with lines, clock). Students then explain how each can be used to measure time.

Students cut out tangram shapes and arrange them to fit into the outline of three different drawings of everyday items.

Students identify decimal numbers on a number line.

Students draw in three 3-dimensional shapes on a grid from the view shown.

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

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 identify the missing part of equations shown as number machines.

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

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

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

Students match pictures of objects with a list of capacities involving litres and millilitres.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.