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Students state what things will affect how far a cube will travel when flicked in the middle with a ball-point pen, and conduct an experiment to see what happens in practice.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students work out area, length and angles of a shape after enlargement.

Students identify the angle of different objects and movements.

In a shape made up of triangles, students identify lines of symmetry for pairs of triangles and identify pairs of triangles which reflect through a line of symmetry.

Students need to apply their knowledge of Pythagoras' theorem to prove that a triangle of given measurements is right-angled.

Students are required to identify right angles in a series of diagrams, using their knowledge of angle properties relating to circles and tangents.

Students use their knowledge of the angle between a tangent and radius property and the sum of the angles in a quadrilateral to work out unknown angles in a diagram and explain their workings.

Students select the best word to describe lines found on musical symbols.

Using Pythagoras' theorem and trigonometry ratios, students calculate distances between people standing in a paddock.

Students identify which of 5 triangles fits a given description.

Students identify the angle of different objects and movements.

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

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.

Students complete a sequential number pattern and describe its rule in words.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students answer maths problems involving multiplication and show their strategies.

Students decide if the height, length, or width of everyday objects is less than, or more than, one metre.

Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

Students answer maths problems involving multiplication, and show their working.

Students solve problems involving finding simple fractions of quantities, and show their working.