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

Students draw diagrams to demonstrate their understanding of three angle properties: angles at a point, adjacent angles on a straight line and vertically opposite angles.

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

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.

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

Students use their knowledge of angle properties to identify missing angles identified on a street map.

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 a diagram of a regular hexagon, students calculate its interior and exterior angles.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

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

Students identify shapes that have one or more right angles.

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 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 are required to draw in arrows to show the parallel lines on three given shapes. They then draw in a right-angle symbol to show the perpendicular lines on three other given shapes.

This task is about sorting shapes into different groups.

Students identify the types of triangles made by everyday objects.

In this practical task, students work in small groups to present a dance based on geometric concepts.

Students identify shape properties in a range of different shapes.

Students decide whether shapes rectangles or not and explain their reasoning.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

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

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.

Student select shapes that are similar but not squares and explain what makes them squares or not.