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Students select a true statement about the area of three shapes on a grid.

Students identify how many smaller square and rectangular units make up larger square and rectangular shapes.

Students calculate the volume and surface area of a cuboid box.

Students identify the axes of symmetry, and the order of symmetry of four geometrical shapes. The information is recorded in a table.

Students match 3-dimensional shapes shown from different angles.

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.

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.

Students identify vectors that describe shape translations.

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 draw in arrows to show the locus of a girl as she moves on five different pieces of playground equipment.

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.

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 a compass to draw the path (locus) that a goat, on a rope tied to a corner of barn, makes around the barn.

Students select the diagram that shows the path (locus) taken by dogs undertaking obedience tests keeping equidistant from points or lines.

Students draw in the path (locus) that everyday objects take.

Students identify the types of angles made by known landmarks.

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.