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Students work out area, length and angles of a shape after enlargement.

Students identify the angle of different objects and movements.

In a shape made up of triangles, students identify lines of symmetry for pairs of triangles and identify pairs of triangles which reflect through a line of symmetry.

Students need to apply their knowledge of Pythagoras' theorem to prove that a triangle of given measurements is right-angled.

Students are required to identify right angles in a series of diagrams, using their knowledge of angle properties relating to circles and tangents.

Students use their knowledge of the angle between a tangent and radius property and the sum of the angles in a quadrilateral to work out unknown angles in a diagram and explain their workings.

Students select the best word to describe lines found on musical symbols.

Using Pythagoras' theorem and trigonometry ratios, students calculate distances between people standing in a paddock.

Students identify which of 5 triangles fits a given description.

Students identify the angle of different objects and movements.

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.

Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

Students complete a sequential number pattern and describe its rule in words.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students answer maths problems involving multiplication and show their strategies.

Students decide if the height, length, or width of everyday objects is less than, or more than, one metre.

In this NEMP task students interpret an image of a treasure map.