Geometric thinking resources

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

Students identify the types of angles made by known landmarks.

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

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

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

Students select the correct name for regular quadrilateral shapes.

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

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

Students identify the invariant properties of a translated and an enlarged shape.

Students identify which transformations could have been performed on pairs of shapes.

Students identify invariant properties for enlargement.

Student reflect words in horizontal and vertical axes.

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

Students identify equilateral, isosceles, scalene and right angled triangles.

Students identify the parts of a circle that lines on familiar signs and objects make.

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

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 use grid references to locate places on a map of Auckland and give grid references of specified places.

For this task students are required to record, in a table, the compass bearings of objects shown on a submarine radar screen. Distances from the submarine are also recorded.

Students draw in places onto a map following compass directions given in relation to existing landmarks.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

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