Geometric thinking resources

Students identify nets that can fold to make a cube and explain how they know.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students choose which transformation is being used to continue a pattern.

Students identify what shapes look like when rotated through half and quarter turns.

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

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.

Students identify the axes of symmetry, and the order of symmetry of four geometrical shapes. The information is recorded in a table.

Students complete a table about angle properties of four geometrical shapes.

Students are required to identify right angles in a series of diagrams, using their knowledge of angle properties relating to circles and tangents.

Students identify the types of angles made by known landmarks.

Students use their knowledge of the sum of the interior angles of polygons to work out unknown angles for a variety of 2-dimensional shapes.

Students use their knowledge of the angle between a tangent and radius property and the sum of the angles in a quadrilateral to work out unknown angles in a diagram and explain their workings.

This task requires students to describe the three transformations an animal picture has gone through, choosing from reflection, rotation, translation, and enlargement.

Students identify the angles of rotation that enable shapes to fit onto themselves.

Students identify which transformation have been used to make different pictures of frogs.

Students identify the order of rotational symmetry for a number of shapes.

Students identify which net, when folded, would look like the 3-dimensional shape shown.

Students identify shapes that have one or more right angles.

Students identify the types of triangles made by everyday objects.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Students identify which of 5 triangles fits a given description.

Students locate positions on a treasure map using the major compass directions.

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

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