Geometry and Measurement resources

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.

Students calculate the length of fencing around a deck.

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 continue tessellating patterns which all use the same base shape.

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

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students use a template to complete three rotations of a bird in the cage. The same template is used to draw the reflection of the bird using the mirror line shown on the cage.

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.

Student identify the direction and amount of rotation a shape has undergone.

In this practical task, students follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

Students calculate the surface area and volume of cuboids.

Students calculate the area of a space to be painted and the length of time it will take to paint a different area.

Students use a calendar of one month of the year to assist them in making time calculations.

Students interpret a train timetable and answer questions about departure and arrival, and journey times.

Students convert millilitres to litres and vice versa to answer questions about the number of 200ml cups of lemonade in litre bottles.

Students draw shapes to continue tessellation patterns.

Students identify the major compass directions (North, South, East, and West) to describe the paths people took on a simple plan of a zoo.

Students calculate area of colours and the perimeter of a flag.

Students use a protractor to find given angles and draw angles of given degrees.

In this practical task, students decide how many of four different shaped containers have the same capacity, then check by filling them with water.

Students estimate (and explain how) the area of two islands on a grid.