Research has indicated that students who had opportunities to be engaged in meaningful tasks during mathematics lessons achieved higher academic outcomes and had positive attitudes toward mathematics. This study focuses on Mathematics lessons with meaningful tasks that created opportunities for cooperative learning involving real and relevant problem solving and promoted student- centeredness. In this study, the school develops a framework EASY (Experiencing, Applying and Synergy) to guide its design of meaningful tasks. One project class and one comparison class of Secondary One (Grade 7) Express course students participated in this study, with the project class working on the meaningful tasks. Using a quasi-experimental design, the two groups were compared in the areas of their levels of engagement, mathematics examination score and perceptions on dimensions such as seeing interconnections between subject matter (E) and contexts, assessment to improve learning (A) and relevance of context (L). Using the standardized mean difference, the results revealed that there is a strong effect in mathematics examination scores in favour of the project group. In addition, there is also a strong effect observed in the different types of engagement (affective, behavioral and cognitive) with the project group displaying higher scores. With regard to the dimensions A, E and L, strong effect in favour of the project group was observed. This paper will discuss how meaningful tasks have engaged the students. In addition, the teachers' use of information gathered from the meaningful tasks to improve learning will be discussed.