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Students identify invariant properties for enlargement.

Students explore multiples of 2, 10, and 20 using repeated addition on a given starting number.

Students enlarge shapes by specified increases in each dimension.

Students decide what information is required to calculate an average.

Students predict whether two dice games are fair and give their reasons. They then play each game (investigate) fifty times and explain their results.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Students solve number problems involving ratios of hourly rates of pay.

Students write and solve linear equations to describe cooking times.

Students solve linear equations based on pizza orders and cooking times.

Students work out and count the different meal combinations available as shown in a tree diagram.

Students show their understanding of a table of time data by answering questions about features of the distribution.

Pairs of students play a game with four dice, calculate the probability of winning the game, comment on how to get a more accurate estimate of the probability, and explain whether the game is fair based on their results.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students complete a table to show a fitness plan pattern, finish a equation to describe the relationship, and answer questions to demonstrate their understanding of the pattern.

Students draw a line graph from information about room tidiness over the course of a day.

Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.

Students interpret a graph of a child's feelings for different times and activities during a day.

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

Students draw lines of symmetry on a five sided star.

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern

On a grid, students enlarge the net for a box by a scale factor of 3.

Students complete a table based on an algebraic formula for free fall velocity, plot the results, and interpret the graph.