Geometric thinking resources

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.

Students select the correct name for regular quadrilateral shapes.

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

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 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 which square, from a selection of five, is the original square resized by a given scale factor.

Students identify some interior right angled triangles in a 2-dimensional drawing of a cube.

Students use the angle properties of parallel lines to work out angles in a grid of parallel streets with one angle given.

Students use the angle between a tangent and a radius property and the base angles in an isosceles triangle property to find an unknown angle and to explain why line segments are of equal size.

Students use the angle-in-a-semicircle property, and the sum of the angles in a triangle to find unknown angles.

Students use their knowledge of the interior angles of regular polygons, isosceles triangles, and parallelograms to work out unknown angles for a variety of 2-dimensional shapes.

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

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

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

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

In this practical task, students use models of 3-dimensional shapes to complete a chart showing the number of faces, corners, and edges for each object.