Geometry and Measurement resources

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.

In this practical task, students estimate, then measure, the length of two objects using a ruler.

Students calculate the area of four different shapes on a grid.

In this practical task, students estimate and then measure temperatures.

Students use a given number of multi-link cubes to make and draw different rectangles.

Students read pairs of measurements on linear scales and identify which are greater than, less than, or equal to.

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 draw reflections of shapes in given mirror lines.

Students solve probelms about a reflection and time.

Students predict nets that fold to make a cube, then cut out and fold the nets to check their prediction.

Students identify which nets can be folded to make an open box shape.

Students construct 3-dimensional shapes from plasticine and predict what the cross-section will be prior to cutting it.

Students observe and draw 4 views of 3-dimensional objects in relation to each other and use these drawings to predict the top view of the same objects.

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.

This task requires students to circle a corner, an edge, and a face on three different shapes. Students then count how many corners, edges, and faces each shape has altogether.

This task requires students to draw the cross-sections of three differently shaped 3-dimensional containers.

In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

Students explain why two people will get different totals when measuring a room using their hand span.

Students draw cross-sections of different 3-dimensional objects.

Without looking, and by feeling a range of 3-dimensional objects, students describe physical features of each object.

Students identify which net, when folded, would look like the 3-dimensional shape shown.