Maths resources

Students draw diagrams to demonstrate their understanding of three angle properties: angles at a point, adjacent angles on a straight line and vertically opposite angles.

Students complete addition arrays by selecting from given numbers.

Students complete a spatial pattern, record the sequence in a table, and complete a statement about the rule.

Students use given rules to complete a series of number patterns.

Students calculate the area of an extension to a cottage and the area around the buildings.

Students select the most appropriate unit of time for a series of everyday activities.

Students identify whether two shapes have been partitioned evenly or not, and show how to correctly partition the shapes.

Students write addition, subtraction, multiplication, and division story problems for given car advertisements.

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

Students draw lines of symmetry on road sign pictures.

Students explore the additive identity by completing open number sentences.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students describe a functional rule for two spatial patterns.

Students calculate the volume of 3-dimensional shapes made up from cubes.

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

Students complete a tree diagram to show all possible combinations of a drink, main course, and dessert that could be chosen for a party.

Students draw a tree diagram to show all the possible colour combinations for the walls, carpet, and ceiling of a room.

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

Students show, interpret, and do calculations on times in both analogue and digital forms.

Students use addition and subtraction to work out costs related to the purchase of grocery items.

Students select the correct fraction of vegetables to click and drag into a soup pot.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

For this NEMP task students perform a range of tasks which cover aspects of symmetry, shape identification, enlargement, and right-angle recognition.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students use their knowledge of vertically opposite angles, adjacent angles on a straight line, and angles at a point to identify unknown angles in everyday shapes.