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Using a diagram of a regular hexagon, students calculate its interior and exterior angles.

Students use their knowledge of the trigonometric functions sine, cosine, and tangent to calculate the length of sides of sails in a diagram of a yacht.

Students identify which square, from a selection of five, is the original square resized by a given scale factor.

From three different sized animal pictures and their enlargements, students are required to identify the scale factor and the length of an unknown side.

Students use vectors to describe the movements made by a boy doing an orienteering course.

From two different street sign pictures and their enlargements, students are to identify the scale factor of each enlargement and either a missing length or the missing factor when enlarging the area.

Students identify books on a bookshelf using the directions left and right.

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

This task requires students to circle a corner, an edge, and a face on three different shapes. Students then count how many corners, edges, and faces each shape has altogether.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

Students study a short transcript of part of a debate and answer six short questions on debating techniques and procedures.

Using multi-link cubes students construct and explore a growing sequence of step models, then they apply this information to continue the pattern without the cubes.

Using multi-link cubes students investigate the number of faces visible in a sequence of step models, then they use this information to continue and record the pattern in a table.

In this task students continue a triangular shape pattern with sticks to explore the rule used in the pattern. Students then use their understanding of the pattern rule to continue the pattern without the sticks.

In this practical task, students use a coloured spinner and record the frequency of colours occurring. They then use their findings to record the probability of each event and interpret these.

This resource assesses knowledge of speaking techniques and students answer questions on the speech opening, control of audience, speech notes, and closing of speech.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

This task assesses students' understanding of how to communicate with an audience. Students identify the voice expressions and sound effects needed for a play, "Who pushed Humpty Dumpty?" (Text used is reproduced as a pdf under "Using this resource" tab.) SJ-2-2-1998. Text provided.

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

Students use the picture cards provided to explore and list all the possible combinations of race cars at a starting line.

For this task students read the article, 'Chunky Chalks', and identify the ingredients and equipment used to write a set of 10 instructions for making chunky chalk. Students then identify the verb in each instruction. SJ-2-4-2000. Text not provided.

In this practical task, students work in small groups to present a dance based on geometric concepts.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

For this practical task students model the fractions 1/10, 1/8, and 1/6 using plasticine, then name the remainder for each fraction.