This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.
Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.
Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.
This task requires students to write a set of instructions based on compass directions that would guide a lost tramper to a Rescue Hut on a map with marked paths and landmarks.
Students show their understanding of directions by identifying which child will be chosen in a circular game for which clockwise instructions are given.
Students complete statements which explore the relationship between scale factor enlargements and length, area, and volume of 2 and 3 dimensional shapes.
Students write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.
Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.