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Students identify which square, from a selection of five, is the original square resized by a given scale factor.

From three different sized animal pictures and their enlargements, students are required to identify the scale factor and the length of an unknown side.

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

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 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.

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.

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

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 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 use the angle between a tangent and a radius property and the base angles in an isosceles triangle property to find an unknown angle and to explain why line segments are of equal size.

Students use the angle-in-a-semicircle property, and the sum of the angles in a triangle to find unknown angles.

Students use their knowledge of the sum of the interior angles of polygons to work out unknown angles for a variety of 2-dimensional shapes.

Students use vectors and select correct vector diagrams for practical problems.

Students use their knowledge of the interior angles of regular polygons, isosceles triangles, and parallelograms to work out unknown angles for a variety of 2-dimensional shapes.

Students use their knowledge of the angle between a tangent and radius property and the sum of the angles in a quadrilateral to work out unknown angles in a diagram and explain their workings.

Students identify the angle of different objects and movements.

Students identify similar shapes of all sizes from a given drawing.