Geometry and Measurement resources

Students answer questions about international time differences.

In this practical task students use a ruler, a protractor, and a compass to enlarge an arrow by two given scale factors. They then complete a table to show the invariant properties.

Students identify the angles of rotation that enable shapes to fit onto themselves.

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 draw lines of symmetry on everyday objects.

Students identify invariant properties for enlargement.

Students identify axes of symmetry, and angles of rotation.

Student reflect words in horizontal and vertical axes.

Students specify the smallest angle of rotation so a shape remains the same.

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

Students choose which transformation is being used to continue a pattern.

Students work out the area of different shapes.

Students answer questions about international time differences.

Students answer questions that involve calculating the capacities of different situations.

In this practical task, students estimate the capacity of two different sized containers, then check their estimates with a measuring jug.

In this practical task, students estimate the length of two common classroom objects, then check their estimates with a ruler.

Students use a diagram of a netball court and soccer field to calculate area.

Students convert millilitres to litres and vice versa when working out quantities of bottles and glasses of fizzy drink for a party.

Students select a non-standard unit of measure to measure an envelope and explain their choice.

Students identify the order of rotational symmetry for a number of shapes.

Students enlarge shapes by whole number scale factors.

Students solve probelms about a reflection and time.

This practical task requires students to construct a model based on a diagram of a similar model. They then draw their model onto isometric paper.

This practical task requires students to construct a model, using blocks, from drawings of five different view points of that model.