Shape resources

For this NEMP task students calculate the amount of pipe length and the minimum number of corners needed to make a cube-shaped frame with 1 metre edges.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

For this practical task, students construct 2 different towers from multi-link blocks, then draw these shapes from 3 different views.

Students select what 3-dimensional shape will be made from each of two nets.

Students identify the angle of different objects and movements.

For this NEMP task student draw the cross section indicated on 6 different food items.

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

Students sort shapes using two attributes, and recognise where the attributes overlap.

Students select the correct name for regular quadrilateral shapes.

Students choose the correct trigonometric ratio which would be used to calculate a missing length in two practical problems.

Students identify shape properties in a range of different shapes.

Students predict which 3-dimensional shapes nets will make and then fold nets to identify the shapes.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task students use straws to construct skeleton models of 3-dimensional shapes from given drawings.

In the context of kicking a goal at rugby, students use Pythagoras' theorem to calculate distance. Students then use trigonometry to work out if the kick passes through the posts.

Students find out the length of the sides of triangles using Pythagoras' theorem, and show their working.

Students identify shapes that have been projected on a screen.

Students write down the names of the 2-dimensional shapes that a Geo Bird is constructed from.

Students identify the 2-dimensional shape that cross-sectional slices of food make.

In this practical task students predict what the widthwise and lengthwise cross-sections of a selection of fruit and vegetables would look like.

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

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.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students match 3-dimensional shapes shown from different angles.