Geometric thinking resources

Students draw the bird's-eye view of each of three buildings that are pictured.

Students identify the cross-sections of various pieces of fruit will look like when they are sliced.

In this practical task, students make specified 3-dimensional shapes, and then sort them into two groups according to criteria that the student defines.

Students identify grid references on a movie theatre seating plan.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.

In this practical task students construct 3-dimensional shapes from modelling clay then cut them in half and draw their cross-sections.

In this practical task, students draw pictures of 3-dimensional prisms onto a square grid. A net for each prism is provided.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

Students cut out tangram shapes and arrange them to fit two different ways into rectangle outlines and once into a triangle outline.

In this practical task, students first construct a 3-dimensional object from a drawing, then draw five different 2-dimensional views of it on a grid.

Given five views of the same 3-dimensional shape, students use multi-link cubes to construct it.

In this practical task, students cut out triangles and rectangles to make three different nets for a triangular prism.

Students draw reflections of a number of words.

Students complete pictures by drawing in the other side of a mirror line.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students identify shapes with given shape properties.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students work out area, length and angles of a shape after enlargement.

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

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students identify shapes that have one or more right angles.

From a drawing of a 3-dimensional shape, students draw five different 2-dimensional views of it onto grids.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.