Geometric thinking resources

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

Students identify turns as left or right to describe a path taken on a simple street map.

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

Students respond to and give directions about a simple path on a map involving right or left turns.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students give grid references, and drag and drop grid references onto a grid.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.

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.

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 identify the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.

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 design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.

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

Students identify positions on a grid using grid references.

Students identify towns and cities on a map using compass points.

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.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

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

Students identify distances and mark positions on a treasure map with a scale.

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

Students locate positions on a treasure map using the major compass directions.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.