Refine Current Search

Students identify the number of faces for different 3-dimensional cube models.

Students use a given height and diagram to estimate the height of four pictures of toy dolls.

Students calculate and identify the shape with the largest area, and the longest perimeter from three shapes drawn on a grid.

Students identify whether litres or millilitres would be the best unit of measurement for a range of everyday measuring tasks.

Students use a given distance and diagram to estimate the distance four people swam underwater.

In this practical task, students estimate the length of two common classroom objects, then check their estimates with a ruler.

Students use a diagram of a netball court and soccer field to calculate area.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

In this practical task, students estimate, then measure, the length of two objects using a ruler.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.

In this practical task, students use models of 3-dimensional shapes to complete a chart showing the number of faces, corners, and edges for each object.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students identify equilateral, isosceles, scalene and right angled triangles.

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.

Students complete inequations by identifying the number or symbol needed to make the expression correct.

Students count the number of letters in 7 different animal names and decide if the number is odd or even.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

In this practical task, students use plastic coins and paper notes to work out three different ways to make the same amount of money.

Students order a 1- and 2- digit number series and a 3 digit number series.

Students use digit cards to create 3-digit whole numbers and identify smallest and largest values.

Students use their knowledge of angle properties to identify missing angles identified on a street map.

Students select the diagram that best shows the path (locus) made by various animals as they move around stationary objects.

Students use a diagram that shows a food web to answer five questions about the information within the food web.