Geometric thinking resources

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

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

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

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

Using grids, students show three different ways of tessellating four identical shapes.

Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.

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

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

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

Students sort shapes using two attributes, and recognise where the attributes overlap.

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 identify shape properties in a range of different shapes.

From two different street sign pictures and their enlargements, students are to identify the scale factor of each enlargement and either a missing length or the missing factor when enlarging the area.

Students identify shapes that have been projected on a screen.

Students identify the 2-dimensional shape that cross-sectional slices of food make.

Student identify the direction and amount of rotation a shape has undergone.

Students draw in the reflected images of two sketches along a given mirror line.

Students select the correct way to describe where a toy is located on a shelf.

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

This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.

Students demonstrate their knowledge of north, south, east, and west by giving the names of people shown on a plan of a forest park.

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