Geometric thinking resources

Students identify turns as left or right to describe a path taken on a simple street map.

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

Students locate positions on a treasure map using the major compass directions.

Students identify place names that children on a map of Pirate Island will be facing after making clockwise or anticlockwise turns.

Students rotate shapes using clockwise and anticlockwise turns.

Students identify where they face after making clockwise and anticlockwise turns.

Students show their understanding of directions by identifying which child will be chosen in a circular game for which “clockwise” instructions are given.

Students identify whether dominoes have been rotated clockwise or anticlockwise, and by how much.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

For this NEMP task students use a grid map of an island to locate positions and describe ways to move from one position to another.

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

Students continue tessellating patterns.

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

For this NEMP task students draw the other half of a shape by using its line of symmetry.

Using grids, students show three different ways of tessellating four identical shapes.

For this practical task, students construct 2 different towers from multi-link blocks, then draw these shapes from 3 different views.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

For this NEMP task student draw the cross section indicated on 6 different food items.

Students cut and glue shapes to complete patterns involving rotation.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

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

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

Students identify shape properties in a range of different shapes.

Students identify shapes that have been projected on a screen.

Students identify the 2-dimensional shape that cross-sectional slices of food make.