Geometric thinking resources

Students identify the 2-dimensional shape that cross-sectional slices of food make.

In this practical task students predict what the widthwise and lengthwise cross-sections of a selection of fruit and vegetables would look like.

Student identify the direction and amount of rotation a shape has undergone.

Students identify books on a bookshelf using the directions left and right.

Students draw shapes to continue tessellation patterns.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.

Students draw in the reflected images of two sketches along a given mirror line.

Students cut and glue shapes to complete patterns involving translation, reflection and rotation.

Students use given shapes to cover grids in tessellating patterns.

Students select the correct way to describe where a toy is located on a shelf.

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

This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.

Students demonstrate their knowledge of north, south, east, and west by giving the names of people shown on a plan of a forest park.

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

From diagrams of four original and enlarged drawings to be used for Christmas wrapping paper, students identify the scale factor used and find a missing length on either the enlarged picture or the original picture.

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

Students identify what a sheet of paper will look like when it is folded and has shapes cut from it.

Students identify what a shape plus its image will look like when reflected in a given mirror line.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

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

Students identify which nets can be folded to make an open box shape.

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

Students draw top and side views of five different 3-dimensional objects.

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

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.