Maths resources

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.

Students use all addition and subtraction operations to perform calculations.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

Students use a number line to identify the best answer for addition and multiplication of numbers with fractions.

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

Students choose terms 'impossible', 'even', 'poor', 'good', and 'certain' to describe the chances of landing on selected squares in a board game.

Students draw in the next shape in a series of spatial patterns.

Students complete two spatial patterns and give the rule for each.

Students complete the missing parts of spatial patterns.

Students continue three repeating patterns.

Students identify the missing part of equations shown as number machines.

Students explain subtraction estimation methods used to solve a word problem.

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.