Refine Current Search

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

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

Students identify which transformation has been used to map one shape onto another.

Students identify triangles that have a right angle and an angle greater than a right angle.

Students identify the smallest fraction of a turn so that a shape remains the same.

Students enlarge shapes by specified increases in each dimension.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

Students identify what shapes look like when rotated through half and quarter turns.

Students identify the order of rotational symmetry for a number of shapes.

Students answer questions about the journey of an ant along the edge of a tetrahedron.

Students use co-ordinates to identify a coded message.

Students identify what a sheet of paper will look like when it is folded and has shapes cut from it.

Students identify the number of faces for different 3-dimensional cube models.

Students identify the angle of different objects and movements.

Students enlarge shapes by whole number scale factors.

Students draw cross-sections of different foods.

Students identify the angle of different objects and movements.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

Using the genetic characteristic for ear lobes, students answer questions about the genotype, and construct a punnet square.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Students draw five different views of a 3-dimensional cube model.

Students identify the number of visible faces on 3-dimensional cube models.

Students draw reflections of shapes in given mirror lines.

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.