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For this NEMP task student draw the cross section indicated on 6 different food items.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

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 categorise 3-dimensional objects into cubes, cuboids (rectangular prisms), cylinders, cones, spheres, and pyramids.

Students count the number of faces on various 3-dimensional shapes.

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday objects.

In this practical task students make four different 3-dimensional objects.

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

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

Students cut out 2-dimensional shapes and enlarge them by factors of 2 and 3 using paper squares.

Students identify what a shape plus its image will look like when reflected in a given mirror line.

Students draw lines of symmetry on everyday objects.

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

Using grids, students enlarge shapes by different scale factors.

Students draw reflections of shapes in given mirror lines.

Students find and show given fractions of shapes and sets of counters.

Students draw lines to divide up shapes into equal parts and name the fractional value of the part.

Students fold and cut paper to make symmetrical shapes.

Students record the number of different shapes on a tally chart and total each.

Students identify axes of symmetry on several shapes and which shape has no axis of symmetry.

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

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

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students use sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.