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Students colour and cut out 4 shapes and fit them together to make tessellating patterns.

Students identify the centre of enlargement and the scale factor for an enlargement on a grid.

Using isometric dots, students enlarge a 3-dimensional shape by a scale factor of 2.

Students redraw a picture of a fish onto a distorted grid.

In this practical task, students arrange triangles and hexagons to create tessellating patterns.

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

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

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

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.

This task requires students to construct a right-angled isosceles triangle, leaving in all construction lines.

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.