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Students use rules to work out the number of shapes or matches in spatial patterns, and complete an algebraic rule from a word rule.

Students calculate the lengths and areas of a road sign.

Students work out the missing dimension on a rectangle and show how they obtained it using proportional reasoning.

Students compare the overall distribution of two graphs and describe their reasons.

Students compare fractions, identify which is larger, and explain or show their reasoning.

A council survey is to be sent out, and students are asked to give examples of representative samples.

Students compare two fractions, find the larger fraction and show or explain their reasoning.

Students describe a functional rule for two spatial patterns.

Students show or explain how to share cakes and pizzas equally amongst a number of people.

Students shade bottles to show different simple fractions.

Students shade bottles to show different fractions.

In this practical task, students arrange triangles and hexagons to create tessellating patterns.

Students describe a functional rule for two spatial patterns.

The start of a spatial pattern of triangles is shown and described in a table. Students generate more of the pattern and describe the relationships algebraically.

Students select the measurements of a piece of paper as it is folded multiple times.

Students work out the height, width and length of gift packets.

Students show or explain how to share equally amongst a number of people.

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

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.

Using a diagram of a regular hexagon, students calculate its interior and exterior 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 fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students use their knowledge of the sum of the interior angles of polygons to work out unknown angles for a variety of 2-dimensional shapes.

Students identify equilateral, isosceles, scalene and right angled triangles.

Students use their knowledge of vertically opposite angles, adjacent angles on a straight line, and angles at a point to identify unknown angles in everyday shapes.