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Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

For this practical task students draw on isometric paper different views of a model they have constructed.

Students select the best word from a list of geometric terms to fill in the gaps on a set of maths notes about lines and angles.

Students use isometric paper to complete drawings of 3-dimensional shapes.

Students use isometric paper to draw an isometric view of a 3-dimensional cubes model.

Students identify the viewpoint from which an isometric drawing of a plan of blocks has been drawn and then make their own isometric drawing from a different viewpoint.

Students identify the types of angles made by known landmarks.

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students draw 3-dimensional block shapes onto isometric paper from 2-dimensional plans.

Students identify the angle of different objects and movements.

Students identify the angle of different objects and movements.

Students identify the number of faces for different 3-dimensional cube models.

This practical task requires students to construct a model based on a diagram of a similar model. They then draw their model onto isometric paper.

This practical task requires students to construct a model, using blocks, from drawings of five different view points of that model.

In this practical task, students draw pictures of 3-dimensional prisms onto a square grid. A net for each prism is provided.

In this practical task, students first construct a 3-dimensional object from a drawing, then draw five different 2-dimensional views of it on a grid.

Given five views of the same 3-dimensional shape, students use multi-link cubes to construct it.

In this practical task, students cut out triangles and rectangles to make three different nets for a triangular prism.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

From a drawing of a 3-dimensional shape, students draw five different 2-dimensional views of it onto grids.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw cross-sections of different buildings.

Students identify equilateral, isosceles, scalene and right angled triangles.

Students draw cross-sections of different foods.