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

Students identify an equation which expresses the volume of a cuboid and calculate the number of blocks in a different cuboid.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students demonstrate their understanding of the properties of one and zero by completing missing numbers or operations in equations.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students calculate the shortest distance between two points on a grid map by using a scale.

Students continue tessellating patterns which all use the same base shape.

Students calculate times and speeds of scouts on a cycling tour.

Students continue sequential spatial patterns of triangles and circles.

Students count the number of faces on various 3-dimensional shapes.

Students complete sequential number patterns.

Students identify the centre of enlargement and the scale factor for an enlargement on a grid.

Students use the angle properties of parallel lines to work out angles in a grid of parallel streets with one angle given.

Students identify which net, when folded, would look like the 3-dimensional shape shown.

Using grids, students enlarge shapes by different scale factors.

Students select from 'less than', 'equal to', and 'greater than' to complete word equations about food amounts.

Students find out the length of the sides of triangles using Pythagoras' theorem, and show their working.

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

Students match 3-dimensional shapes shown from different angles.

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

Students identify the incorrect numbers in given sequential number patterns.

Students identify the viewpoint from which an isometric drawing of a plan of blocks has been drawn and then make their own isometric drawing from a different viewpoint.

A newspaper article on the Wearable Art show is the context for this resource, with five short written response comprehension questions.