Geometric thinking resources

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

Students identify positions on a grid using grid references.

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

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Students sort shapes using two attributes, and recognise where the attributes overlap.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

Students select the correct name for regular quadrilateral shapes.

Students draw reflections of an object with a mirror line.

Students identify which transformations could have been used one shape onto another.

Students identify shape properties in a range of different shapes.

From two different street sign pictures and their enlargements, students are to identify the scale factor of each enlargement and either a missing length or the missing factor when enlarging the area.

Students predict which 3-dimensional shapes nets will make and then fold nets to identify the shapes.

Students enlarge shapes by specified increases in each dimension.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

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.

Students continue tessellating patterns which all use the same base shape.

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students use a template to complete three rotations of a bird in the cage. The same template is used to draw the reflection of the bird using the mirror line shown on the cage.

Students identify shapes that have been projected on a screen.

Students write down the names of the 2-dimensional shapes that a Geo Bird is constructed from.

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.

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