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Students use a given number of multi-link cubes to make and draw different rectangles.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

Students draw shapes to show how the perimeter increases and decreases for different shapes of the same area size.

Students draw diagrams to demonstrate their understanding of three angle properties: angles at a point, adjacent angles on a straight line and vertically opposite angles.

Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

Students fold pieces of paper shaped as a rectangle, square, and circle to show fractions.

Students draw in the next two shapes in a spatial pattern, complete a table and rules about the pattern, then calculate the number of triangles in the 8th shape.

Students find subsequent shapes in a repeated pattern and show how to work out another shape based further on in the pattern.

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students identify shapes that have one or more right angles.

Students cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

Given five views of the same 3-dimensional shape, students use multi-link cubes to construct it.

Students complete a chart showing original shapes, rotation instructions, and the shapes after rotation.

Students complete a table about angle properties of four geometrical shapes.

Students complete an array to show the number of shaded and unshaded shapes. Students identify the most common shape.

Students select a non-standard unit of measure to measure an envelope and explain their choice.

Students calculate the area of four different shapes on a grid.

Students enlarge shapes by specified increases in each dimension.

Students identify the axes of symmetry, and the order of symmetry of four geometrical shapes. The information is recorded in a table.

For this NEMP task students order six shapes from smallest to largest by area.

Students calculate the area of three shapes with a grid in the background.

Students demonstrate their understanding of place value by identifying numbers shown in a shape-based number system.

Students calculate the area of two shapes on a grid.