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Students cut and glue shapes to complete patterns involving rotation.

Students demonstrate their understanding of place value by showing numbers on an abacus and recording numbers shown on an abacus.

Students fill in the missing sequential numbers on a magic plant and write a rule for the pattern.

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

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.

Students complete an array to show the number of shaded and unshaded shapes. Students identify the most common shape.

Students complete a chart showing the tally and total for different kinds of fruit.

Students decide what information is required to calculate an average.

Students calculate the area of lawn, deck, house, patio, pool drive and garden of a section.

Students are required to show their understanding of circuits by drawing wires to link a battery to bulbs so that the bulbs will light up.

Students calculate percentage increases and decreases for odd jobs and show their working.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Students enlarge shapes by specified increases in each dimension.

Students calculate the area of a bush reserve in hectares.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

Using pictures, students state the likelihood of items being selected from bags.

Students show probabilities by shading a spinner.

Students interpret a strip graph and relationships within the graph.

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

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students write down the names of the 2-dimensional shapes that a Geo Bird is constructed from.

A sequential pattern showing the costs of hiring a bike is described in a table. Students continue the pattern and describe the rule in words.

Students draw shapes to continue tessellation patterns.

Students identify the number of visible faces on 3-dimensional cube models.