Geometric thinking resources

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.

Students identify shapes that have one or more right angles.

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

Students identify triangles that have a right angle and an angle greater than a right angle.

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

Students draw reflections of shapes in given mirror lines.

Students draw lines of symmetry on everyday objects.

Students identify nets that can fold to make a cube and explain how they know.

Using grids, students enlarge shapes by different scale factors.

Students cut out tangram shapes and arrange them to fit into the outline of three different drawings of everyday items.

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

Students continue tessellation patterns of a rectangular shape.

Students draw in three 3-dimensional shapes on a grid from the view shown.

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

Students draw lines of symmetry on road sign pictures.

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 cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

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

In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students identify which transformation has been used to map one shape onto another.

Students identify the smallest fraction of a turn so that a shape remains the same.