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In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

On grids, students enlarge shapes by different scale factors through given centres of enlargement.

This task requires students to enlarge two patterns on a grid using centres of enlargement and scale factors.

This task requires students to draw, on a grid, an enlargement of a radio station logo. The scale factor and the centre of enlargement are given. Students answer a question about the area of the original compared to the enlarged logo.

Students draw reflections of a number of words.

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Student select shapes that are similar but not squares and explain what makes them squares or not.

In this practical task, students make specified 3-dimensional shapes, and then sort them into two groups according to criteria that the student defines.

Students identify the number of faces for different 3-dimensional models.

This task requires students to circle a corner, an edge, and a face on three different shapes. Students then count how many corners, edges, and faces each shape has altogether.

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

Students identify the 2-dimensional shapes on a robot's body.

Students select the correct name for regular quadrilateral shapes.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

Students calculate the areas of four composite shapes.

Students identify the correct denominator as numerator to create equivalent fractions for a range of given fractions. Optional space for diagrams is provided.

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 calculate the total volume of a cream carton, and the unused capacity when filled to 300ml.

Students calculate the length of fencing around a deck.

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

Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

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