Refine Current Search

For this practical task students draw on isometric paper different views of a model they have constructed.

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

Students use the angle properties of parallel lines to work out angles in a grid of parallel streets with one angle given.

Students identify the viewpoint from which an isometric drawing of a plan of blocks has been drawn and then make their own isometric drawing from a different viewpoint.

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students use the angle between a tangent and a radius property and the base angles in an isosceles triangle property to find an unknown angle and to explain why line segments are of equal size.

Students use the angle-in-a-semicircle property, and the sum of the angles in a triangle to find unknown angles.

Students use their knowledge of the interior angles of regular polygons, isosceles triangles, and parallelograms to work out unknown angles for a variety of 2-dimensional shapes.

Students identify the angle of different objects and movements.

Students identify the angle of different objects and movements.

Students complete number relationships using 'is greater than' and 'is less than'.

Students solve linear equations based on pizza orders and cooking times.

Students select the correct simplification of algebraic expressions.

Students use measurements to write algebraic expressions for the perimeter and area of a garden.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students interpret a relationship diagram about the relative heights of four children.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

Students interpret and answer questions about a mapping diagram showing activities students chose in a basketball lesson.

Students complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

Students work out the number of cans in a stack of a given height, and complete a sentence that states the rule.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.

Task: Answer questions about rowing. Assessment focus: levers.