Shape resources

Students use the given the radius to draw each circle on a bulls-eye target.

Students count the number of faces on various 3-dimensional shapes.

Students draw in three 3-dimensional shapes on a grid from the view shown.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday objects.

This task is about sorting shapes into different groups.

Students draw diagrams to demonstrate their understanding of three angle properties: angles at a point, adjacent angles on a straight line and vertically opposite angles.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students are required to use trigonometry to calculate the length of one side of a right-angled triangle in three problems based on a ski lift, a toy sail boat and a penguin on an iceberg.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

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 give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 2-dimensional shapes.

Using given trigonometry ratios, students calculate distances in practical problems.

For this NEMP task students match 3D objects and their nets.

In this practical task students make four different 3-dimensional objects.

This practical task requires students to draw various 3-dimensional shapes onto isometric paper from different viewpoints.

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

Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Students draw in lines that are parallel to, or at right angles to, a given line.

Students use a given number of multi-link cubes to build two buildings with different heights.

Students follow instructions and draw specified 2-dimensional shapes (triangles, circles etc.) to complete a drawing of a clown's face.

Using grids, students show three different ways of tessellating four identical 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.