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On grids, students enlarge shapes by different scale factors through given centres of enlargement.

Students identify the centre of rotation and the number of degrees through which a rectangle has been rotated. They then rotate it in a different direction.

Using shapes on grids, students translate points by different vectors.

In a shape made up of triangles, students identify lines of symmetry for pairs of triangles and identify pairs of triangles which reflect through a line of symmetry.

Students identify vectors that describe shape translations.

Students enlarge a diagram to a given scale.

Students identify what shapes look like when rotated through half and quarter turns.

Students complete a table about angle properties of four geometrical shapes.

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 NEMP task students perform a range of tasks involving symmetry, shape and angle identification, and reflection.

Students build a rectangular prism and identify some of the interior right-angled triangles.

Students build a triangular prism and identify some of the interior right-angled triangles.

Students identify some interior right angled triangles in a 2-dimensional drawing of a cube.

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.

Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.

Students need to apply their knowledge of Pythagoras' theorem to prove that a triangle of given measurements is right-angled.

Students are required to identify right angles in a series of diagrams, using their knowledge of angle properties relating to circles and tangents.

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

Students use vectors to describe the movements made by a boy doing an orienteering course.

Students identify directions on a grid map as vector co-ordinates.

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

Students use given times to calculate how long it takes to travel between two towns on a network map, including finding the quickest route.

Students use the angle properties of parallel lines to work out angles in a grid of parallel streets with one angle given.

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.