Refine Current Search

Students fold and cut paper to make symmetrical shapes.

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

Students record the number of different shapes on a tally chart and total each.

Students identify axes of symmetry on several shapes and which shape has no axis of symmetry.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

Students create three different sequential patterns using 12 squares or triangles.

Students draw lines to divide up shapes into fractional parts.

Four conventions for speech bubbles are presented with the students showing their understanding by having matching appropriate text to the bubbles.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

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

Students work out what fractions of shapes have been shaded.

Students show or explain how two different fraction numbers can represent the same fraction.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Students draw lines of symmetry through pictures of everyday objects.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Students interpret information in a frequency table to decide the probability of winning prizes in a competition.

Students show understanding of probability by selecting a fraction to represent the colours of choosing an article of clothing from a drawer.

Students calculate the shapes with the largest and smallest perimeter and identify a relationship between the features of a shape and the perimeter.

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

Students show their understanding of probability by identifying the shapes most and least likely to be drawn from a bag.

In this practical task, students use counters to continue a spatial pattern, then describe a rule to show how the pattern was made.

Students use sticks to copy and continue a given spatial pattern, and identify the number of sticks needed to make a new shape in the pattern.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

Students cut out tangram shapes and arrange them to fit into the outline of three different drawings of everyday items.