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

Students identify what a shape plus its image will look like when reflected in a given mirror line.

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

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

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 use a net of a cube to identify opposite faces and what the cube would look like when constructed.

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

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 identify the correct line of symmetry from a selection of different shapes with mirror lines.

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

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students identify the number of faces, edges and vertices for different 3-dimensional shapes.

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

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

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

Students identify the number of faces for different 3-dimensional cube models.

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

Students identify the number of faces for different 3-dimensional models.

Using grids, students enlarge shapes by different scale factors.

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

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

Students give grid references, and drag and drop grid references onto a grid.