Refine Current Search

In this practical task, students use models of 3-dimensional shapes to complete a chart showing the number of faces, corners, and edges for each object.

Students categorise 3-dimensional objects into cubes, cuboids (rectangular prisms), cylinders, cones, spheres, and pyramids.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.

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

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday objects.

Students write down three features of plastic that makes it useful in the home.

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.

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.

For this practical task students are given a variety of objects which they are required to make observations on by using their senses.

Students outline a test they could do to show if a substance is a metal or not.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students identify the invariant properties of a translated and an enlarged shape.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

In this practical task students make four different 3-dimensional objects.

Students calculate the area of lawn, deck, house, patio, pool drive and garden of a section.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.

Students answer questions about the journey of an ant along the edge of a tetrahedron.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Students identify invariant properties for enlargement.

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.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

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