Geometric thinking resources

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

Students make a series of rotational turns based on compass positions.

Students identify the picture of a cat which best shows each of four described transformations of the original cat.

Students enlarge shapes by whole number scale factors.

Students select the correct name for regular quadrilateral shapes.

Students draw reflections of an object with a mirror line.

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

Students draw shapes to continue tessellation patterns.

Students use given shapes to cover grids in tessellating patterns.

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

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

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

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

Students identify which nets can be folded to make an open box shape.

Students draw five different views of a 3-dimensional cube model.

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

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

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.

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.

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

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.