Geometric thinking resources

Students use co-ordinates to identify a coded message.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students draw lines of symmetry on a five sided star.

Students cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

For this NEMP task students match 3D objects and their nets.

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

Students identify place names that children on a map of Pirate Island will be facing after making clockwise or anticlockwise turns.

Students rotate shapes using clockwise and anticlockwise turns.

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

Students show their understanding of directions by identifying which child will be chosen in a circular game for which “clockwise” instructions are given.

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 describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

For this NEMP task students use a grid map of an island to locate positions and describe ways to move from one position to another.

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.