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

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

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.

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.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

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

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

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.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

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

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

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.