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For this NEMP task students use a protractor to measure how many degrees two boats turn as they change course.

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.

Students calculate the length of fencing around a deck.

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 identify shapes that have been projected on a screen.

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

Students identify the 2-dimensional shape that cross-sectional slices of food make.

Student identify the direction and amount of rotation a shape has undergone.

Students draw shapes to continue tessellation patterns.

This task requires students to use a protractor to draw in three angles on a half circle window design.

Students draw in the reflected images of two sketches along a given mirror line.

Students calculate the perimeter and area of a composite shape.

Students demonstrate their understanding of place value by identifying three digit numbers.

Students interpret a line graph of a familiar situation.

Students answer questions by dividing a given amount of chocolate bars equally, and finding a fraction of the total amount.

Students use addition, multiplication and division operations to perform calculations.

Students use division to solve story problems.

Students calculate the area of two shapes on a grid.

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Students investigate magnetic repulsion using two magnets and pieces of iron. They are assessed on their understanding of like poles repelling.

Students continue sequential spatial patterns of triangles and circles.