Geometric thinking resources

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

In this practical task, students draw pictures of 3-dimensional prisms onto a square grid. A net for each prism is provided.

In this practical task, students construct 3-dimensional shapes from nets (provided), and then draw them on a grid.

Students identify towns and cities on a map using compass points.

Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

Students write the bearing and distance of a number of objects on a radar screen.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students identify points on a circular grid using references that give distance and direction (expressed in clock bearings).

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.

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

Students identify grid references on a movie theatre seating plan.

Students use grid references to locate places on a map of Auckland and give grid references of specified places.

This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.

Students specify the smallest angle of rotation so a shape remains the same.

Students work out area, length and angles of a shape after enlargement.

Students use given shapes to cover grids in tessellating patterns.

Students draw shapes to continue tessellation patterns.

Students identify which transformations could have been used one shape onto another.

Students draw reflections of an object with a mirror line.

Students select the correct name for regular quadrilateral shapes.

Students match three dimensional shapes with nets that could be folded to make them.

Students identify which shapes are identical to a given shape that have been rotated.

Students identify shapes after they have been rotated in 3 dimensions.

Students draw lines of symmetry on a five sided star.