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Students work out the area of different shapes.

Students identify which transformation has been used to map one shape onto another.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

Students identify axes of symmetry, and angles of rotation.

Students identify some interior right angled triangles in a 2-dimensional drawing of a cube.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

Students use matchsticks to continue a triangular spatial pattern and write a rule to describe the number needed for each pattern. They then complete a table and a rule to show the relationship between the number of triangles and the number of matchsticks.

Students draw lines of symmetry on a five sided star.

Students calculate the scale factor and length of one side of a building extension, then draw in a different extension from a given scale factor.

Students use their knowledge of the trigonometric functions sine, cosine, and tangent to calculate the length of sides of sails in a diagram of a yacht.

Students continue three repeating patterns.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

For this NEMP task students perform a range of tasks which cover aspects of symmetry, shape identification, enlargement, and right-angle recognition.

Students circle part of a collection of fruit pictures to show their understanding of fractional numbers.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

From diagrams of four original and enlarged drawings to be used for Christmas wrapping paper, students identify the scale factor used and find a missing length on either the enlarged picture or the original picture.

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

Students identify shapes that have been shaded two-thirds and name the fraction that the other shapes have been shaded.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students show that they can picture the whole shape when given a fractional part.