Shape properties resources

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

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 requires students to circle a corner, an edge, and a face on three different shapes. Students then count how many corners, edges, and faces each shape has altogether.

Without looking, and by feeling a range of 3-dimensional objects, students describe physical features of each object.

In this practical task, students make specified 3-dimensional shapes, and then sort them into two groups according to criteria that the student defines.

Students cut out tangram shapes and arrange them to fit two different ways into rectangle outlines and once into a triangle outline.

Students identify shapes with given shape properties.

Students identify the number of faces for different 3-dimensional models.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

Students draw lines on shapes to show how they have been constructed from four smaller shapes.

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 draw lines on shapes to show how they have been constructed from four smaller shapes.

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

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

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

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

This task is about sorting shapes into different groups.

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

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

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

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

Students sort shapes using two attributes, and recognise where the attributes overlap.

Students identify shape properties in a range of different shapes.