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Students identify the shaded fraction of a number of different shapes.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

For this NEMP task students complete a series of number patterns.

A council survey is to be sent out, and students are asked to give examples of representative samples.

Students answer questions and calculate percentages from a frequency table of tree heights.

For this NEMP task students answer a series of 7 questions covering many aspects of Number operations including addition, subtraction, multiplication and division.

Students use a cross-section diagram of a canal to calculate area and volume.

Students use a diagram of, and information about oranges packed in a cylinder to calculate height, area and volume.

Students calculate circumference, circular and square area of a road sign.

From three different sized animal pictures and their enlargements, students are required to identify the scale factor and the length of an unknown side.

In a shape made up of triangles, students identify lines of symmetry for pairs of triangles and identify pairs of triangles which reflect through a line of symmetry.

Students build a rectangular prism and identify some of the interior right-angled triangles.

Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.

Students use vectors and select correct vector diagrams for practical problems.

Students identify different parts of linear formulae which describe costs for buying and transporting clothing.

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

Students work out how long a race took given the starting and finishing time. Answers are split into hours, minutes and seconds.

Students work out time calculations involving 24 hour time.

Students identify different ways that given amounts of money can be made up using a range of coins and notes.

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

Students use diagrams of a metric and imperial ruler to convert between inches and centimetres.

In this practical task, students estimate the capacity of two different sized containers, then check their estimates with a measuring jug.

In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

Students explain why two people will get different totals when measuring a room using their hand span.

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