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Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

Students read an extract about gathering water in Sāmoa to find information to fill in a chart. SJ-3-3-1999. Text provided.

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 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 interior angles of regular polygons, isosceles triangles, and parallelograms to work out unknown angles for a variety of 2-dimensional shapes.

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.

Students select the best word from a list of geometric terms to fill in the gaps on a set of maths notes about lines and angles.

Students identify the types of angles made by known landmarks.

Students identify triangles that have a right angle and an angle greater than a right angle.

Students build a rectangular prism and identify some of the interior right-angled triangles.

Students use the angle properties of parallel lines to work out angles in a grid of parallel streets with one angle given.

Students use the angle between a tangent and a radius property and the base angles in an isosceles triangle property to find an unknown angle and to explain why line segments are of equal size.

Students use the angle-in-a-semicircle property, and the sum of the angles in a triangle to find unknown angles.

Students identify the angle of different objects and movements.

Students use their knowledge of angle properties to identify missing angles identified on a street map.

Students use Pythagoras' theorem to find the unknown sides of right-angled triangles in three practical problems.

Students use Pythagoras' theorem to decide whether triangles are right-angled based on the lengths of their sides.

Students use trigonometry to calculate distances in practical problems.

Students identify the parts of a circle that lines on familiar signs and objects make.

Students choose the correct trigonometric ratio which would be used to calculate a missing length in two practical problems.

Students build a triangular prism and identify some of the interior right-angled triangles.

Using given trigonometry ratios, students calculate distances in practical problems.