Geometric thinking resources

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 equilateral, isosceles, scalene and right angled triangles.

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

Students use their knowledge of angle properties to identify missing angles identified on a street map.

Students use Pythagoras' theorem to find the unknown sides of right-angled triangles in three practical problems.

Students use Pythagoras' theorem to decide whether triangles are right-angled based on the lengths of their sides.

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

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 identify whether dominoes have been rotated clockwise or anticlockwise, and by how much.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

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

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.

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 identify the 2-dimensional shapes on a robot's body.

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

This task is about sorting shapes into different groups.

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

From three different sized animal pictures and their enlargements, students are required to identify the scale factor and the length of an unknown side.

In a shape made up of triangles, students identify lines of symmetry for pairs of triangles and identify pairs of triangles which reflect through a line of symmetry.

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

Students build a rectangular prism and identify some of the interior right-angled triangles.