Geometric thinking resources

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

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 3-dimensional shapes.

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

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

For this NEMP task students match 3D objects and their nets.

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 use a given number of multi-link cubes to build two buildings with different heights.

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.

Students give grid references, and drag and drop grid references onto a grid.

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 are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

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

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

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 identify positions on a grid using grid references.

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

Students predict which 3-dimensional shapes nets will make and then fold nets to identify the shapes.

Students enlarge shapes by specified increases in each dimension.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.