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Students choose terms 'impossible', 'even', 'poor', 'good', and 'certain' to describe the chances of landing on selected squares in a board game.

Students draw in the next shape in a series of spatial patterns.

Students complete two spatial patterns and give the rule for each.

Students complete the missing parts of spatial patterns.

Students identify the compass direction that describes travel between two towns on a map.

Students draw lines of symmetry on a five sided star.

Students complete a number of equations on a division wheel.

Students decide whether a range of everyday objects hold less than or more than one litre.

Students write the next two numbers in each of several number patterns.

Students calculate the mean for a set of test scores and identify how changes in the data will effect the mean.

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

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

Students continue tessellating patterns.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students identify which transformation has been used to map one shape onto another.

Students identify windows that are covered by curtains for given fractions.

This task requires students to interpret a pie graph about sports watched on TV and answer multiple choice questions.

Students select from a range of given numbers to complete a 4 x 4 'number square' with given row and column totals.

Students identify the coins that make up specified amounts of money.

For this NEMP task students draw the other half of a shape by using its line of symmetry.

Using grids, students show three different ways of tessellating four identical shapes.

Students calculate the amount of money saved from given percentage discounts on bikes.

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

Students enlarge shapes by whole number scale factors.

Students identify percentages and fractions from information in a pie chart.