Geometric thinking resources

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 write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

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.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

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

Students enlarge shapes by whole number scale factors.

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

Students identify shapes after they have been rotated in 3 dimensions.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students write the bearing and distance of a number of objects on a radar screen.

Students identify which shapes are identical to a given shape that have been rotated.

In this practical task, students construct 3-dimensional shapes from nets (provided), and then draw them on a grid.

Students identify points on a circular grid using references that give distance and direction (expressed in clock bearings).

For this NEMP task student draw the cross section indicated on 6 different food items.

Students cut and glue shapes to complete patterns involving rotation.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

Students enlarge a shape on a grid and explore the relationship between scale factor and area.