Geometric thinking resources

In this practical task students make four different 3-dimensional objects.

Students rotate shapes using clockwise and anticlockwise turns.

Students identify where they face after making clockwise and anticlockwise turns.

Students identify whether dominoes have been rotated clockwise or anticlockwise, and by how much.

Students match three dimensional shapes with nets that could be folded to make them.

In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students continue tessellating patterns.

Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students use a given number of multi-link cubes to build two buildings with different heights.

Students complete statements which explore the relationship between scale factor enlargements and length, area, and volume of 2 and 3 dimensional shapes.

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

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

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

Students calculate the scale factor and length of one side of a building extension, then draw in a different extension from a given scale factor.

For this NEMP task students draw the other half of a shape by using its line of symmetry.

Using grids, students show three different ways of tessellating four identical shapes.

Students make a series of rotational turns based on compass positions.

Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

Students identify the picture of a cat which best shows each of four described transformations of the original cat.

For this practical task, students construct 2 different towers from multi-link blocks, then draw these shapes from 3 different views.