Geometric thinking resources

Using grids, students enlarge shapes by different scale factors.

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

Students identify which of 5 triangles fits a given description.

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

This task is about sorting shapes into different groups.

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 use their knowledge of vertically opposite angles, adjacent angles on a straight line, and angles at a point to identify unknown angles in everyday shapes.

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

Students identify the compass direction that describes travel between two towns on a map.

Students use a protractor to locate towns on a map from given compass bearings.

Students use co-ordinates to identify a coded message.

Students draw lines of symmetry on a five sided star.

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

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

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

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.

Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

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 complete statements which explore the relationship between scale factor enlargements and length, area, and volume of 2 and 3 dimensional shapes.