A Complete Guide to ...

Utilising the objectives as written in

MATHEMATICS in the New Zealand CURRICULUM
for

Level 5
This resource contains:
; Table of contents
; Teaching notes
; In class activity sheets involving
ß worked examples
ß basic skills
ß word problems
ß problem solving
ß group work
; Homework / Assessment activity sheets
1

Answers
4

These resources are supplied as PHOTOCOPY MASTERS

Author: A. W. Stark

Formerly AWS Teacher Resources

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Adjacent angles on a straight line:

There are many angle rules.
Example: David drew a straight line AB. At a point C on this line, he drew another line CD.
D Line AB is a straight line and is also known as a straight
A angle therefore it equals 180 o.
What would ∠ACD and ∠DCB add up to?
C
Answer: 180o as the angles are on a straight line.

B
The two angles, ∠ACD and ∠DCB, on this line are called adjacent angles. Adjacent means ‘next to’ and these two angles
are next to each other. From this, an angle rule has been created. Note: There can be more than two angles.

Adjacent angles on a straight Example: b

line add up to 180o a
a + b = 180o

Task 1
1. Calculate the missing angles (a to s) in these diagrams. Note: The diagrams are not drawn to scale.

b c 109o
o
115
a d 54o
31o

e
g h
f 68o 19o 67o
o 24o j
118
i 75o
34o
k m 48o
p 129o
l 59o 109o r
121o n o q 113 o

A farmer planted some trees along a fence line to

provide shelter for his sheep. Trees normally grow
perpendicular to the ground but in this case, wind has
forced the trees to lean 7o to the right. Wind direction
2. Calculate the obtuse angle this row of trees
makes with the ground.

A cyclist is usually vertically, but due to a strong side wind, the

cyclist makes an acute angle of 840 with the ground.
3. Calculate the lean the cyclist is on.
Wind direction
4. Calculate the obtuse angle the cyclist makes with the ground.

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Angles around a point:

Example: Kylie turned or rotated through various angles, stopping several times until she was facing
the same way as she started. Through how many degrees did Kylie rotate?

120o Answer: One complete revolution, therefore 360o.

Starting point 88o
40o
112o

Angles around a point Example: b

a
add up to 360o c a + b + c = 360o

Task 2
1. Calculate the missing angles (a to q) in these diagrams. Note: The diagrams are not drawn to scale.

171o
a b 85o
c o 73o
127 o 138
d
248o 119o e 91o
143o

98o f
62o j
g o 18o 73o
122 o
o
69 25o
121 i 77o
123o 127o
95o 85o
h
k
96o 125o p
m 134o
o
96 o 112o
l q
n

Calculate the size of the smaller of the two angles formed by the hands of these clocks.

2. 3. 4. 5.

Several new bicycle wheels are being designed with a different number of equally
spaced spokes.
6. If there are nine spokes, what is the angle size between each spoke?
7. If the spokes of a new wheel have an angle of 45o between them, how
many spokes does this wheel have?
8. If the spokes of a new wheel have an angle of 24o between them, how
many spokes does this wheel have?

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Vertically opposite angles:

Example: Carl drew two straight lines, AB and CD, that crossed at point E.

D Consider these two statements.

The two angles, ∠AED and ∠DEB are adjacent angles on the line AB.
A E The two angles, ∠DEB and ∠CEB are adjacent angles on the line CD.
As ∠DEB is common to both pairs of angles, what does that tell us about the
B angles ∠AED and ∠CEB? These angles are directly opposite each other and are
called vertically opposite angles.
C Answer: angles ∠AED and ∠CEB are both the same size.

In the diagram above, name two other angles that are vertically opposite.

Vertically opposite angles Example: b a=c

a
are equal d
c b=d

Task 3
1. Calculate the missing angles (a to t) in these diagrams. Note: The diagrams are not drawn to scale.

c 47o
b
78o
a 127o 108o
d e

115o g
h
74o 37o
f
131o 64o
142 o 172o j
i
129o
l 51o m 39o
p 141o 59o
k 77o 39o s
n o q t
r

Two cross roads intersect as shown in the diagram.

65o The arrows show which way Mr Davidson drove his car
around the corner.
2. Through what angle did he turn, as he drove
115o
around this corner?

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Angles in a triangle:
Example: Kylie cut a triangle out of paper. She ripped off each corner and joined them together.
What do the three angles of a triangle add up to, if they formed a straight line?

Answer: 180o.
Corners joined together.

Angles in a triangle Example: b

add up to 180o a c a + b + c = 180o

Task 4
1. Calculate the missing angles (a to q) in these diagrams. Note: The diagrams are not drawn to scale.

a b d
44o 49o 53o
57o
o
19 e
c 88o 61o
71o 32o 41o

117o j
g
f 51o 31o
63o
19o
31o 77o h 65o
i

66o
62o o
o 58
58
m n 75o p
k o q
81o 73o
l

A fireman leans a ladder up against a building. The angle the bottom of the ladder
makes with the ground must be 70o .
2. What angle does the top of the ladder make with the building?

ladder
Task 5
Create angle diagrams similar to those of Tasks 1, 2, 3 and 4,
involving the four angle rules.
Adjacent angles on a straight line add to 180o Angles around a point add to 360o
Vertically opposite angles are equal Angles in a triangle add to 180o
Exchange your diagrams with a classmate, for him / her to work out the missing angles. Justify each answer by
stating the angle rule used. Example: Answer is 45o . Rule: ∠’s on a st. line add to 180o .

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Angles and parallel lines:

When two lines are the same distance apart, they are said to be parallel.
Example: Railway rails are parallel. The sides of a door are parallel.
What other things around your classroom are parallel?

There are three angle rules associated with parallel lines.

Corresponding angles b Example: Alternate angles are b Example:

a
are EQUAL a a=b EQUAL a=b

Co-interior angles add Example: a

b a + b = 180o
up to 180o

Task 6
Use this diagram to answer questions 1 to 3. You can combine angles. Example: ∠a + ∠b = ∠g

b c
a 1. List 4 pairs of corresponding angles.
d
f e 2. List 4 pairs of alternate angles.
l
k m 3. List 4 pairs of co-interior angles.
n
g h
j i

Are the lines PQ and RS parallel? Give a reason for your answer.
4. 5. R 6. 7.
Q 124o P
88o Q
P P 83o
S 112o Q
P o R 97o
88
112o S 124o
R S
R S
Q

8. Calculate the missing angles (a to w) in these diagrams. Note: The diagrams are not drawn to scale.

116o 123o
b
a 79o 110o e
c d
138o

q r
h m n
106o 123o t s
f j
o
75
36o
o
g i u
k
79o
l p
v w
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Understanding and stating angle properties:

The angle rules used in Tasks 1 to 6 Rule Abbreviation
can be written in an abbreviated form. Adjacent angl es on a straight line add up to 180 o
Adj. ∠’s st. line

Angles around a point add up to 360 o

∠’s around pt.
Which rule?
Vertically opposite angles are equal Vert. Opp. ∠’s

Angles in a triangle add up to 180o ∠’s in

Corresponding angles are EQUAL Corr. ∠’s // lines

Alternate angles are EQUAL Alt. ∠’s // lines

Co-interior angles add up to 180 o

Int. ∠’s // lines

Task 7
1. Calculate the size of the missing angles (A to Z) and state the rule used using the abbreviations above.
There may be more than on way to find some angles. Note: Diagrams are not drawn to scale.

a b c k
93o
e h j
87o 74o 118o 126o
42o 41o d f g
145o
i

m q y
s u
123o 37o
o o
72 p v
67 o 70o
o
t x z
64
38o w
n l r 74 o

On this diagram ... A D

lines AI, BH and DG are parallel,
lines JE and IF are parallel,
∠JIH = 70 o, ∠HKC = 110o,
40o
∠KBC = 75o, ∠CDE = 35o .
B
2. Explain why ∠KHG = 70o
3. Explain why ∠JAB = 75o 75o

4. Calculate the size of ∠JKB C

K
5. List all angles that are the J E
same size as ∠JIH
110o
6. Calculate the size of ∠KCB
7. Calculate the size of ∠CED
8. Calculate the size of ∠GFC 70o
I
H G F

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Reflective symmetry:
Below are examples of shapes, patterns and pictures that all have lines of symmetry.
The lines of symmetry have been drawn on each diagram.

The Order of Reflective Symmetry of a shape is the number of lines of symmetry a shape has.
Lines of symmetry are also called axes of symmetry.
What is the order of reflective symmetry for each shape above? Answers: 1, 1, 2 & 4

Task 8
Copy and name each shape below, using the words listed below the shapes.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

11. 12. 13. 14. 15.

equilateral triangle, square, ellipse, semi-circle, hexagon, rectangle, pentagon, right-angled triangle,
parallelogram, scalene triangle, octagon, isosceles triangle, circle, diamond (rhombus), heptagon

16. Draw in the lines of symmetry (if any) on the shape diagrams you copied from above
and state the order of reflective symmetry for each shape.

17. Look around your classroom and make a list of objects that have lines of symmetry.
State the order of reflective symmetry for each object on your list.

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Rotational symmetry:
A shape has rotational symmetry if it fits onto itself as the shape is rotated through one complete
revolution about a fixed point called the centre of rotation.
Example: This rectangle has been rotated in a clockwise direction.

Original position ½ turn clockwise 1 revolution

¼ turn clockwise or 180o ¾ turn clockwise or 360o
or 90o or 270o

Where is the centre of rotation for this shape? Answer: The point in the middle.

The Order of Rotational Symmetry is the number of times a shape fits onto itself during one complete revolution. All
shapes have an order of rotational symmetry of at least one, as they will fit onto themselves after 1 complete
revolution through 360 o.
What is the order of rotational symmetry for this rectangle? Answer: 2 (180o & 360 o)

Task 9
Name each shape below. Copy these shapes onto cardboard and cut them out.
By rotating your shapes, work out the order of rotational symmetry for each shape.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

11. 12. 13. 14. 15.

16. 17. 18.

Work out the order of
rotational symmetry for
these shapes.

19. Look around your classroom and make a list of objects that have rotational symmetry.
State the order of rotational symmetry for the objects of your list.

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Interior angle sum of regular / non-regular polygons:

A polygon is a closed 2D shape that has three or more straight sides.
Example: A triangle has 3 sides, a quadrilateral has 4 sides ...
A Regular polygon has all sides the same length and all angles the same size.

To calculate the sum of the interior angles of a polygon, use only ONE corner, from which to divide the the polygon into
triangles.
Example: A 4 sided polygon can be divided into
4 sides 2 triangles ⇒2 × 180o = 360o

Task 10
What are the names given to polygons with the following number of sides?

1. 3 sides 2. 4 sides 3. 5 sides 4. 6 sides 5. 7 sides 6. 8 sides

7. 9 sides 8. 10 sides 9. 12 sides

10. Calculate the sum of the interior angles for polygons with 4 to 10 sides, using the following steps.
Step 1: Draw the shape
Step 2: Mark one corner
Step 3: Divide the shape into triangles from this corner
Step 4: Count the number of triangles created.
Step 5: Multiply the number of triangles by 180o

Present your result in a table with the following headings ...

Number of sides Number of triangles Interior angle sum

4 2 2 × 180o = 360o
5 ? ?

11. Create a word or algebraic rule for working out the ‘sum of the interior angles” of a polygon,
where n = number of triangles.

12. Use your ‘sum of the interior angles’ calculations above to find the size of the missing angles (a to y) in these
diagrams. Note: The diagrams are not drawn to scale.

i 78o 38o
124o
110 o a m
132o 48o
93o b f k
30o
c d 89o 242o 233o
a 110o e g n
115o 115o 136o h l
o j
74 108o
278o
o
u
p p 152o 48o 95o 42o
270o 270o r
140o 142o y
58o v
q 110o
s
p 270o 270o p w
t x
145o
45 o 60o
o 97o
120o
140o

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Angle between a tangent and a radius: A

A tangent is a straight line that touches a circle at only one
point on its circumference.. B
Example: Line AC is a tangent to the circle drawn.

If point O is the centre of the circle, then line OB is a radius of the circle. C
Line OB and line AC create a right-angle at point B. O

The angle made by a tangent and a radius is 90o

Task 11 A
Copy each sentence using the diagram and the words in the box to fill in the missing words.
1. Point O is the ..................................... of the circle.
2. Line OB is a ..................................... of this circle. B
3. Line AC is a ..................................... to this circle.
4. The tangent to a circle and the radius of the circle C
form a ................................................. O
tangent radius centre right-angle

5. Name all the right-angles in these diagrams. Example: ∠DEO

D T L H
H P
I
S
E O J
O M O
K
R
O O
F N I J
P
6. Calculate the size of the missing angles (a to n), giving reasons for your answers.
Note: Diagrams are not drawn to scale.

51o
c f k
e h i
O l
67o O O
71o
d O
64o
g 43 o
j
a b m
56o n

On the diagram opposite...

lines AC and EO are parallel,
lines AC and EB are tangents to the circle, centre O
lines DO and CO are radii of the circle A B C
∠DOC = 65o

7. Explain why ∠ACO = 90o D

8. Explain why ∠OAC = 25o 65o

9. Explain why ∠ODB = 90 o
E O
10. Calculate the size of ∠DBA
11. Calculate the size of ∠DEO
12. Calculate the size of ∠EOD

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Angles in a semi-circle:
When a diameter is drawn across a circle, the circle is divided in half and each half is called a semi-circle.
Example: Line AB is a diameter.
C

Triangle ABC is drawn, with line ∠ACB touches the circumference. This
B
A B AB (diameter) as one side. A angle is called the ‘angle in a semi-circle’.
O

An angle in a semi-circle is equal to 90o

Task 12
Copy and complete each sentence using the diagram and the information in B
the box.
1. Point O is the ..................................... of the circle.
C
2. Line AC is a ..................................... of this circle.
3. Point B touches the .............................................. of this circle. O
A
4. ∠ABC is said to be the angle in a .........................................
5. An angle in a semi-circle is equal to .....................................

diameter 90o semi-circle centre circumference

6. Name all the angles in a semi-circle in these diagrams. Example: ∠ABC

D J U
G K L P
A T
O O O O
O E N
C H
Q S
I M
B F
R
7. Calculate the size of the missing angles (a to n), giving a reason for each answer.
Note: Diagrams are not drawn to scale.

e k 56o

60o l
42o O 29o f
a O h O O
d 32o j
b c g
i m

On the diagram opposite...

F
line BE is a diameter of the circle, centre O A
lines OB, OD and OE are radii to the circle, centre O
line AC is a tangent to the circle
∠BEF = 42o and ∠ODE = 29o
B
o
8. Explain why ∠BFE = 90
O
9. Explain why ∠CBE = 90o
10. Calculate the size of ∠EBF 42o
E
11. Explain why ∠OED = 29o 29o
12. Calculate the size of ∠ECB
C D
13. Calculate the size of ∠FBA

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Creating pathways (loci):

A locus is a path, or route followed by a moving object. Loci is the plural of locus.
Example: The flight of a bee creates a pathway or locus.
Other examples of some loci you could draw would include ...

a circle drawn a circle drawn

around a point, around another
circle, and sets of parallel
lines.

In the three examples, a point moving the same distance around a single point, around a given circle and parallel to a
given line, has created these loci or pathways. Discuss how you would draw each locus.

Task 13
Draw a dot on a page in your maths book. Draw the locus of a point that moves so that it is always ...

1. 1.5cm from the dot 2. 20mm from the dot 3. 3.2cm from the dot. 4. 27mm from the dot.

Draw a circle with a radius of 25mm on a page in your maths book.

Draw the locus of a point that moves so that it is always ...

5. 1.0cm outside the circle 6. 8mm inside the circle 7. 1.5cm from the circle

Draw a horizontal line on a page in your maths book.

Draw the locus of a point that moves so that it is always ...

8. 15mm above the line 9. 2.5cm below the line 10. 10mm from the line

Sally has a pet goat tied to a 3 metre rope. The rope is attached to
6m wire
a 6 metre wire. The goat can move either side of the wire and the 3m rope
rope can slide up and down the wire.

11. Draw the locus of the maximum distance the goat can walk.
Use a scale of 1cm to represent 1m in your diagram.

This diagram represents the inside lane of a 400m running track.

Scale diagram
Richard is entered in the 400m race and is going to run in lane 2.

12. Copy this diagram of a 400m running track and draw 3 more lanes
3cm
for this track. On your diagram, make each new lap 5mm apart.
13. Sketch the locus for the path that Richard will take as he runs in
6cm the 400m race in Lane 2.

Not all loci are like those in the questions above.

Example: A feather floating through the air would not create a smooth locus.
14. Draw the locus of a rubber ball rolling off a table and bouncing onto a concrete floor.

15. Draw the locus of a teacher walking around the classroom.

16. Draw some everyday loci for situations around your school.
Example: The locus for a soccer player while playing a game of soccer.
The locus for the flight of a tennis ball during a rally.
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Constructing triangles:
Using a ruler, a protractor and a compass, but not the compass you use for measuring compass bearings, the following
triangles have been constructed.

Look at each triangle and discuss

3.2cm how each triangle was drawn.
40mm 30mm Triangle
Triangle B
A See if you can reconstruct these
55o triangles.
45mm 5.0cm
Write down the steps you would
follow as you construct each
Triangle
triangle.
55o C 30o
50mm
Answer: Triangle A was drawn using a compass and ruler.
Triangles B was drawn using a compass, a ruler and a protractor.
Triangles C was drawn using a ruler and a protractor.

Task 14
Construct these triangles using a compass and a ruler. Show your construction marks.

B E
1. 2. 3. On your constructions,
35mm use a protractor to
5.6cm measure ∠ABC and
3.2cm 42mm
F ∠DEF.

A C 60mm
D
6.4cm

4. Construct a triangle with all sides 7cm long. Measure the angles of your triangle. Name this type of triangle.

5. Construct a triangle with all sides 60mm, 60mm and 75mm long. Measure the angles of your triangle.
Name this type of triangle.

Construct these triangles using a compass, a ruler and a protractor. Show your construction marks.

6. B 7. E 8. On your constructions,
measure the length of
32mm line BC and line EF, and
4.5cm
measure ∠CBA and ∠DFE.
50o
A C F
35mm D 6.8cm
Roofing iron
Roofing iron Side B
9 A builder is trying to work out the length of roofing iron Side A
required for Side A and Side B of a new building.
(See diagram).
Construct a scale diagram, using a scale of 1cm = 1m, to
work out the length of roofing iron required for Side A 20o 30o
and Side B .
12 metres

10. Draw your own construction diagrams and have a classmate try to reconstruct them.

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More constructions:
Various drawing instructions can be used to construct some simple and complicated diagrams.
Example: P
A S
P Q

A B A B
C A B
B Q

Bisecting ∠ABC Bisect line AB Constructing line PQ Constructing line PQ, through
perpendicular to AB point S, parallel to AB

Task 15
Copy these diagrams then using a compass, bisect each angle. Show all construction marks.
1. 2. 3. 4.

Measure each line, then using a compass construct the mediator (perpendicular bisector). Show all construction marks.
5. 6. 7. 8.

Copy each diagram, Then construct a line through C which is parallel to line AB. Show all construction marks.
9. C 10. C 11. A 12. B
B
C
A C
A
A B B
B
13. Follow these steps to construct an Incircle.
• Draw a triangle.
• Construct the bisector of two angles. Extend the angle
bisector lines until they intersect inside the triangle.
• Using the intersect point as a centre, draw a circle that
just touches all three sides of the triangle.

C
A C

14. Follow these steps to construct a Circumcentre.

A
• Draw a triangle.
• Construct the perpendicular bisectors of two
sides. Extend the angle bisector lines until they
intersect inside the triangle.
• Using the intersect point as a centre, draw a
circle that passes through all three vertices of
B the triangle.
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Scale diagrams:
A right-angled triangle with side AB = 40mm, side BC = 30mm and ∠ABC = 90 o has been drawn
using a scale 1mm = 2mm. From the diagram, find the length of the unknown side AC.
Example:
C The length of side AC can be measured to the nearest mm.

Answer: Measured length of AC = 25mm,

30mm therefore actual length of AC = 50mm
A
B 40mm

Discuss situations where the use of scale diagrams would be useful.

Task 16
Construct scale diagrams of these right-angled triangles using a compass, a protractor and a ruler.
Show your construction marks. Use your diagram to find the length of the missing side.
Remember to include the scale you have used. Example: 1 : 2

1. 2. 3. 4.
15.0cm
A C D
50mm 3.2cm 42mm
8.0cm
B
120mm 5.8cm 68mm

The Pythagoras relation:

The longest side of a right-angled triangle is opposite the right-angle. It is called the hypotenuse..
The Pythagoras relation states ‘the square of the hypotenuse equals the sum of the squares of the other two sides’.
Example: For this triangle, side a is the hypotenuse.

a
b a2 = b2 + c2, where a = length of the hypotenuse

c
x2 = 2.72 + 1.82
x
Example: 1.8cm x2 = 7.29 + 3.24
Find the length of side x, x = √10.53
rounded to 2 d.p. x = 3.24 (2 d.p.)
2.7cm

Task 17
1. Use the Pythagoras relation to calculate the length of the missing sides of the triangles 1 to 4 in Task 16 above.

Use the Pythagoras relation to calculate the missing sides in the triangles below. Round answers to 2 d.p.
2. 3. Calculate the length of the missing sides (z) for each of
a b these right-angled triangles. Round answers to 2 d.p.
36mm 1.7cm

Hypotenuse Side B Side C

57mm 3.5cm 6. z 4.8cm 14.3cm
4. 7.1cm 5. 7. z 9.7mm 5.8mm
d
42mm 8. z 6.9cm 11.4cm
5.3cm 9. 15.9mm z 8.5cm
c
10. 17.4cm 12.4cm z
78mm
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Hypotenuse, Opposite and Adjacent:

For a right-angled triangle, where ∠B is the angle ‘marked’, the sides can be named as follows ...
A
Side AB = Hypotenuse (The side opposite the right-angle)
Side AC = Opposite side (The side opposite the angle marked, that is ∠B)
Side BC = Adjacent side (The side next to the angle marked, that is ∠B)

C B
A
If A was the ‘marked’ angle, how would that change the naming of the sides? Example:
Side AC becomes the adjacent side and side BC becomes the opposite side.
The side named the Hypotenuse does not change as it is always opposite the right-angle..
C B
Task 18
On each triangle an angle is marked. Name the hypotenuse, opposite and adjacent sides for the marked angle.
1. B 2. D F 3. I 4. P 5. X Y

A E G H Q R Z
B

Sine, Cosine and Tangent as a ratio:

If the lengths of two sides of a right-angled triangle are known, then the size of any angle in the triangle can be found
using one of following ratios ...
length of opposite side length of adjacent side
B Sine of ∠A = Cosine of ∠A =
length of hypotenuse length of hypotenuse

opposite hypotenuse length of opposite side

side Tangent of ∠A =
length of adjacent side

C adjacent
A The letter SOHCAHTOA is a good way to remember the trig ratios.
side
If the lengths of at least two sides are known, a trigonometry ratio can be written as a fraction.

Task 19 B
For this triangle 1. Write Cos A and Tan A as fractions.
3
Sin A = / 5
5cm 2. Convert Sin A, Cos A and Tan A to decimals.
3cm

A C
4cm

For each triangle write Sin A, Cos A and Tan A as fractions and then convert each fraction to a decimal (round to 4 d.p.).
3. 4. 10.3cm 5. 6. A 7. 12.7cm
A A
13cm 10.6cm
5cm 7cm 7.4cm
12cm 3.9cm 8cm
15.8cm 15cm
A A
12cm 8cm 6.3cm

8. 9. A 10. 18.2cm 11. A 12.

12cm 8.4cm
9cm 8.2cm 12.6cm 5.3cm
5.6cm 7.5cm
2.5cm 20cm
A
7.9cm A 6.5cm
A
5cm 10.1cm
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Converting a trig ratio to an angle:

Example: A trig ratio for ∠A and ∠B can be written as follows ... 4cm
2cm 2cm
Sin A = 1/ 2 = 0.5 Sin B = 2/ 4 = 0.5 1cm
Although these two triangles are different sizes, they are A
B
similar figures - Sin A = Sin B, therefore these angles are the same size.
Using either a scientific calculator or trig tables a trig ratio can be converted to an angle.

Example: Using a calculator ... If Sin A = 0.5, then ∠A = 30o [ On a calculator, enter 0 . 5 = INV Sin ]

Task 20
Use a scientific calculator or trig tables to find the size of ∠A, rounded to 1 d.p. if ...

1. Sin A = 0.5000 2. Cos A = 0.9291 3. Tan A = 1.000 4. Sin A = 0.9699 5. Sin A = 0.7406
6. Cos A = 0.9742 7. Sin A = 0.6152 8. Cos A = 0.4196 9 Tan A = 9.5214 10. Cos A = 0.1427

11. Tan A = 0.8412 12. Cos A = 0.3495 13. Tan A = 6.4129 14. Sin A = 0.4629 15. Tan A = 0.7064

16. Cos A = 0.0596 17. Tan A = 2.9521 18. Sin A = 0.2569 19. Tan A = 7.0953 20. Sin A = 0.6842

Finding the size of an angle using a trig ratio:

Example: To find the size of ∠A, given BC = 7cm (opposite ∠A) and AC = 15 cm (hypotenuse).
C Which trig ratio involves using Show working as follows ...
the opposite side and the Sin A = 7/ 15
15cm
7cm hypotenuse? [SOHCAHTOA]
Sin A = 0.4666.
O
Answer: Sine = / H ∠A = 27.8o
A B
[ On a calculator, enter 7 ÷ 15 = INV Sin ]

Task 21
Use a trig ratio to find the size of ∠A, rounded to 1 d.p. Show your working.

1. 2. 3. 4. A 5. 12.7cm
A A
13cm
7cm 7.4cm
12cm 8cm
15.8cm
A A
12cm 8cm 6.3cm

6. 7. A 8. 18.2cm 9. A 10.
12cm
5.6cm 8.2cm 12.6cm 5.3cm
7.5cm
A
7.9cm A 6.5cm
A
5cm

11. A 5m ladder is leaning against a building that is 4.8m high as shown in the diagram.
Calculate the angle (A) the ladder makes with the ground. 5m 4.8m

50m
A

49.8m
12. A driveway has a gentle slope as shown in the diagram. Calculate the slope of the drive.

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Expressing an angle as a decimal:

All angles can be expressed as a trig ratio, written as a fraction and converted to a decimal.
Scientific calculators or trig tables can be used to find the value of any angle size, expressing it as a decimal.
Example: Sin 30o = 0.5, Cos 50o = 0.6428, Tan 80o = 5.6713
[ On a calculator, enter 3 0 Sin , 5 0 Cos , 8 0 Tan ]
Note: On most sciencific calculators, enter the angle first, then enter Sine, Cosine or Tangent as required.

Task 22
Use a scientific calculator or trig tables to express each angle as a decimal, rounded to 2 d.p.

1. Sin 40o 2. Cos 70o 3. Tan 45o 4. Sin 80o 5. Sin 37o

6. Cos 9o 7. Sin 16 o 8. Cos 25o 9 Tan 63o 10. Cos 45o

11. Tan 67.4o 12. Cos 43.9o 13. Tan 84.1o 14. Sin 62.9o 15. Tan 15.8o

16. Cos 24.8o 17. Tan 9.6o 18. Sin 65.7o 19. Tan 39.4o 20. Sin 85.4o

Finding the length of a side using a trig ratio:

Example: To find the length of side BC, given ∠A = 36o and AC = 15 cm (hypotenuse).
C Which trig ratio involves using Show working as follows ...
the adjacent side and the Cos 36o = y/ 15
15cm
hypotenuse? [SOHCAHTOA]
y = 15 × Cos 36o.
36o Answer: Cos 36o = y/ 15
A y = 12.14cm (2 d.p.)
y B
[ On a calculator, enter 1 5 × 3 6 Cos = ]

Task 23
Use a trig ratio to find the length of side y, rounded to 1 d.p. Show your working.

1. 2. y 3. 4. 5. 12.7cm
48 o 13.7 cm 55o
y y 7.4cm
33o y
40o 15.8cm 36o
12cm y

6. 7. 8. y 9. 10.
12cm
o 12.6cm y
14.9cm 43 68o 54o y
62o 20.4cm
60o
y 6.5cm
y

11. A 5m ladder, leaning against a building, makes an angle of 85o as shown in the diagram.
Calculate how high up the building the ladder reaches.
5m
x
50m
h
85o

12. A 50m driveway has a slope of 2.5o as shown in the diagram. Calculate the height of the drive above the horizontal.

13. Create word problems involving Pythagoras, Sine, Cosine or Tangent to exchange with a classmate.
Exchange questions with a classmate and compare answers.

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View diagrams and making models:

Kelly made a simple model out of Lego blocks and then drew a diagram of what the model
looked like from the top, front, left, right and back.
Example:
Top

Top Front Left side Right side Back

Left
side

Front

Note: = 4 pin blocks = 8 pin blocks

Task 24 side top end side top

Look at the top, front, left side, right side and back view diagrams for the block
structures drawn below. Match the view diagrams (1 to 5) with the block structure
diagrams (A to E) in the box. Create each structure using blocks.
A
Top Front Left side Right side Back
1.

B
2.

3.
C

4.

5.

Task 25
Using the resource ...
‘Geometry Level 5: 3-Dimensional Block Structures & Isometric / View Diagrams’
created by AWS Teacher Resources,
create more block structures given the top, front, left side, right side and back view diagrams.

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Drawing on isometric paper:

Isometric paper is special paper with dots on which 3D objects can be drawn and they look almost realistic.
Example:

Two block structure diagrams.

A single cube.

Everyday objects can also

be drawn on isometric
paper.

Task 26
Copy these block structures below on some ‘Isometric paper’.

1. 2. 3. 4.

Redraw these block structures below on some ‘Isometric paper’.

A B C D E

5. Using some Lego type blocks, build each of the block structures A to E.

6. Draw the top, front, left side, right side and back view diagrams for each block structure A to E.

7. Everyday objects can also be drawn on isometric paper. Look around your classroom for
objects that you could draw on some isometric paper.

Task 27
Using the resource ...
‘Geometry Level 5: 3-Dimensional Block Structures & Isometric / View Diagrams’
created by AWS Teacher Resources,
draw more block structures on isometric paper and view diagrams on specially prepared squared paper.

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Worksheet

G6
Name: Class:

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Worksheet

G6
Name: Class:

Top Front Left Side Right Side Back

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G7 / G11
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Translation using vectors:

A vector has direction and distance. A vector is a way of describing how a point or shape has been moved, without
being reflected, rotated or enlarged. This type of movement is called a translation.

Example: This is vector AB B This is vector BA B

A A

A vector drawn on a grid can be described

using two numbers written in the form of ... Example: On this grid ... a 3
= 2
left or right direction a
x
y up or down direction Vector ‘a’ moves 3 squares right, then 2 squares up.

Task 28
1. Describe in words the direction of each vector, then draw each vector on a grid.

a 2 b -4 c 1 d -2 e 0 f 3
= 4 = 3 = -3 = -4 = 4 = 0

2. Describe each vector below using two numbers as above.

n r
t
m o p q s u

The movement of the shapes on this grid below can be described using vectors.
The original position is the shaded shape (object). The new position is the clear shape (image).
3. Describe the translation vector for each shape A to I using as a vector.

H
C

A
G
E I
B D F

Copy each shape, then translate the shape to a new position by the vector given below the diagram.
4. 5. 6. 7. 8.

a 5 b 2 c -3 d -2 e 0
= 2 = -6 = -4 = 6 = -5
9. Look back at your TRANSLATION diagrams.
Write two headings, ‘Things that HAVE NOT changed’ and ‘Things that HAVE changed’.

List the properties of translation that would go under each heading.

Example: length of sides, area, shape, angle size, orientation etc.

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More Translations:
A shape can be translated more than once.
B
Example: A moves to B, from B to C, then
D
from C to D.
Vectors can be written for each translation.

AB 5 BC 11 CD -5 C
= 5 = -4 = 3 A

The direct route from A to D can be described as the vector ... AD 11

= 4
Add the top numbers of vectors AB, BC and CD. Add the bottom numbers of vectors AB, BC and CD. Answer: 11 & 4

Compare these answers to the vector AD. What do you notice about the numbers?

Task 29
This diagram represents a map of some islands I
surrounded by sea.
Points A to E represent towns. E

1. John travels from Town A to Town C by J

air. Write the vector for this journey. H

2. Jan flies from Town D to Town B.

C
Write the vector for this journey.
3. Andrew is in Town B and
B D
travels to a town
described by the vector ...
2
-5 G K

In which town is Andrew now in?

4. Write each vector for a journey from
Town A to Town B, A

Town B to Town C,
Town C to Town D, F L
Town D to Town E.

5. Add your vector answers from question 4 above, then compare your answer with the vector
for a journey directly from Town A to Town E. What do you notice about your answers?
6. A sailing ship goes around the islands, starting from Town A and passing through the points F,
G, H, I and J. Write the vectors for each part of the journey.

7. If the final part of the journey is given by the vector -1 where does the journey end?
-5

8. Create your own map on a grid that represents ....

your classroom,
the school grounds,
a treasure map,
or an idea of your own.

Use your map to create questions using vectors to locate or move between points on your maps.
Exchange your map and questions with a classmate.

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Similar figures and scale factors:

When similar figures are made bigger (or smaller) they are said to be enlarged.
Example: This shaded shape (object) has been enlarged, to create the clear shape (image).

object By how much has the object been enlarged?

image
Answer: A 3cm long side on the object has become a 12cm
long side on the image, therefore the shape is 4x bigger.
3cm 12cm

The size of the enlargement is called the scale factor. In this example, the scale factor is 4.

If a shape is made bigger when enlarged, the scale factor is a whole number.
If a shape is made smaller when enlarged, the scale factor is a fraction.

Task 30
Match the figures in Box A (Objects) with the similar figures in Box B (Images).
Work out the scale factor for each enlargement. (These diagrams are not drawn to scale).
Box A Box B

1
3 A B
10cm 2 C
20cm 40cm
20mm 9cm 30mm
1.7cm
4 E
D
5 6 1.6cm

7 27cm F
15mm 10cm
H
1.6cm 36cm

10 G
9 25cm
10mm
8 10cm I
J
12cm 30cm 3.4cm 5cm

Finding the centre of an enlargement:

As well as a scale factor, an enlargement must have a centre of
enlargement.
Example: To find the centre of an enlargement, join corresponding
corners of the object and its image.
Where the lines cross is the centre of the enlargement.

centre
Task 31
Copy each pair of diagrams. Object = shaded shape, Image = clear shape. Draw lines to find the centre of
enlargement and label the centre C. State the scale factor for each enlargement.

1. 2. 3.

4. 5.

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Drawing enlargements:
To enlarge a shape you need to know both the scale factor and the centre of enlargement.
Example: Using point O, enlarge ABCD by a scale factor of 2.

If the object is labelled ABCD, then the image is labelled A'B'C'D'.

A' B'
To enlarge a shape, follow these steps.
Step 1: Locate the centre of enlargement and one corner of the object.
A B
Step 2: Count the squares across and / or up & down to get from the centre to
this corner.
O
Example: From centre O to corner A is 2 squares right and 2 squares up.
D C D' C'
Step 3: Multiply your answers in Step 2 by the scale factor.
The centre of enlargement Example: 2 × 2 = 4, therefore 4 to the right, 2 × 2 = 4, therefore up.
can be outside or inside the
Step 4: Using your answers in Step 3, count from the centre to mark the new
shape, or on one of its sides.
position of the corner, then label. Example: Point A moves to point A'.
The scale factor can be a
whole number or a fraction. Step 5: Repeat these steps for all corners of the shape, then draw lines to join
corners, drawing the enlarged shape.

To check if your enlarged shape is in the right position, draw a line from the centre of enlargement through any point
on the object and its corresponding point on the image. It should be a straight line.

Task 32
Copy each diagram. Using X as the centre of enlargement, enlarge each shape by the scale factor given.
Remember to label the image and draw some lines on your completed enlargement diagram to show that the position
of your diagram is correct.

1. 2. 3. Z W
A B A B

D C X
X C Y X

scale factor = 2 scale factor = 3 scale factor = ½

4. 5. D E 6. R

U
T V V S

S W X X
F A

Y X U T
C B

scale factor = 3 scale factor = ½ scale factor = 2

7. Draw a shape of your own and mark a centre of enlargement. Decide on a scale factor.
Have a classmate draw the enlargement of your shape.

8. Look back at your ENLARGEMENT diagrams.

Write two headings, ‘Things that HAVE NOT changed’ and ‘Things that HAVE changed’.
List the properties of enlargement that would go under each heading.
Example: length of sides, area, shape, angle size, orientation etc.
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Locating and drawing lines of symmetry:

For a shape to be reflected there must be a mirror line. The mirror line is often represented by an arrow.
Example: The shaded shape has been reflected to its new position (clear shape).

There may be more

than one mirror line.
Some shapes may
cross the mirror
line and have to
be reflected both
sides of the
mirror line.

m m
A mirror line is half way between corresponding points on a shape and its new reflected position.
A mirror line is also known as the line of symmetry.
The original shape is called the object. Redrawn in its new position, the shape is called the image.

Task 33
Copy each diagram below onto the squares of your maths book.
Reflect each shape (object) to its new position (image) using the arrowed line(s) as the mirror line(s).

1. 2. 3. 4.

5. 6. 7. 0
8.

9. Draw your own shapes (objects) and mirror lines. Ask a classmate to reflect each
shape and draw the new position of the shape (image).
Copy these diagrams below and draw in the mirror lines (lines of symmetry).

10. 11. 12. 13.

14. Create your own diagram with a shape and its new position drawn, but no mirror line(s) marked.
Have a classmate locate and draw in the mirror line(s).
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G9 / G11
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Creating designs involving reflection:

The use of reflection in designs is common, such as in wallpaper, floor or tile
patterns. Some buildings have lines of symmetry. Making reflective designs can
be fun.
Example: Folding paper, then cutting out pieces will produce designs.

Other designs can be

created by using lines of
symmetry and copying
patterns.

Task 34
By folding paper and using scissors, create paper designs that have the following number of lines of symmetry. The
pieces of paper you use to create your designs can be any shape.
1. 0 lines of symmetry 2. 1 line of symmetry

3. 2 lines of symmetry 4. 4 lines of symmetry

5. On your paper designs, mark all lines of symmentry.

Copy each diagram below using the squares in your maths book.
Complete each design by reflecting the shaded squares using the lines of symmetry marked as arrows.

6. 7. 8.

9. 10. 11.

12. Look back at your REFLECTION diagrams.

Write two headings, ‘Things that HAVE NOT changed’ and ‘Things that HAVE changed’.
List the properties of reflection that would go under each heading.
Example: length of sides, area, shape, angle size, orientation etc.

13. Create your own designs in one corner as above and have a classmate complete the reflective patterns.

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Rotating shapes and finding the centre of rotation:

To rotate a shape or an object, you need an angle of rotation and a centre of rotation.
Example: Rotate the shaded triangle ABC (object) ¾ turn (270o) clockwise about point A.
The new position of the triangle is the clear shape labelled A'B'C', called the image.

Example:
Flag A (object) has been rotated to its new position
A A' B' shown by Flag B (image).
Describe this rotation. Is the centre of rotation
A point A, B or C?

C B B Answer: ¼ turn or 90o anti-clockwise rotation.

(¾ turn or 270 o clockwise rotation)
C' C Centre of rotation was point B.

Task 35
Copy each diagram below. Rotate the shaded shape (object) to its new position (image) as directed below each diagram.

1. B 2. B 3. A B 4.
B

A C A C D C A C

Rotate triangle ABC 90o Rotate triangle ABC 180o anti- Rotate triangle ABC 90o anti- Rotate triangle ABC 90o
clockwise, about point B. clockwise, about point A. clockwise, about point B. clockwise, about point D.

5. B C 6. 7. 8.

A D
A
A D E

Rotate this shape 90o Rotate this shape 90o anti- Rotate this shape 90o Rotate this shape 180o
clockwise, about point E. clockwise, about point A. clockwise, about point A. clockwise, about point D

9. Draw your own shapes and mark centres of rotation. Have a classmate redraw your shapes after they have been
rotated either 90o or 180o in a clockwise or anti-clockwise direction.
In each diagram the shaded shape 10. 11. A B
(object) has been rotated to a new C
position (image).
C

Describe each rotation and name the B

centre of rotation. A

12. 13. A B C 14.

C

A B C B
A

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Locating a centre of rotation and an angle of rotation:

In more difficult rotations, construction skills can be used to locate a centre of rotation.
Example: Triangle ABC has been rotated to its new position, triangle A'B'C'.
To locate the centre of rotation, follow these steps ...

Step 1: Join two pairs of corresponding corners of the object and its image.
Example: Join A to A', B to B'.
A Step 2: Local the mid-point of line AA' and line BB'.

Step 3: Construct a perpendicular line through the mid-point of line AA' and line BB'.

Step 4: Extend the lines until they cross. Where the lines cross is the centre of
rotation. Example: point O.
C B
To find the angle of rotation, follow these steps ...

O C' A' Step 1: Join a line between a corner of the object, the centre of rotation and the
corresponding corner on the image. Example: Join A to O and O to A'.
Step 2: Measure the angle created using a protractor, that is ∠AOA'.
Example: 90o clockwise This is the angle of rotation.
Note: For anti-clockwise rotations, the angle of rotation is positive.
B'
For clockwise rotations, the angle of rotation is negative.

Task 36
Copy each pair of diagrams. Locate the centre of rotation and mark the centre with an X, then find the angle of
rotation using the method outlined above. Show all your construction marks.

1. F 2. A B 3. S' R'
E R Q

E' D C T' Q'

G A'
D'
F' G'
C'
B' S T

4. 5. D A 6. E F
L'
M
A' B'
N' M' H G

D' C' H'

L E'
N G'

C B F'

7. Look back at your ROTATION diagrams.

Write two headings, ‘Things that HAVE NOT changed’ and ‘Things that HAVE changed’.
List the properties of rotation that would go under each heading.
Example: length of sides, area, shape, angle size, orientation etc.

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Describing symmetrical designs:

Many wallpapers, wrapping paper and indigenous art work from various countries have been created
using patterns that have been reflected or rotated and then repeated many times.
Example: Katie drew this simple pattern below ...
... she then reflected her pattern four ... she then translated this pattern three
times to create this pattern. times to create a bigger pattern.

Remember, a shape or design is translated if it slides to a new position without being reflected (turned over) or
rotated (turned around).

Task 37
Use each one of these simple designs to create a larger pattern by reflecting, rotating and / or translating each
simple design. The different shadings represent different colours.

1. 2. 3. 4.

5. Describe how you created each of your designs. 6. Create and describe your own patterns.

Look around your classroom for examples of patterns, objects or designs that have been created by reflecting,
rotating and / or translating a simple design.
Example: Patterns such as wall paper, wrapping paper, frieze patterns, kowhaiwhai patterns etc.
7. Describe how each pattern, object or design has been created.

Designs created by tessellating shapes:

A design made up of repeating shapes, without gaps between the shapes, is called a tessellation.
The shapes in the design have been reflected and / or rotated and / or translated.
Example:

Task 38
Create a design by tessellating any combination of these shapes.

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Teaching Notes & Answers

How to use this section:
Teaching notes are enclosed in a box with a ‘push-pin’ at the top left corner. The teaching notes precede the
answers for each worksheet / task. The teaching notes have been included to provide assistance and background
information about each topic or unit of work.

Introduction:
The topic of Geometry is concerned with exploring shape and space. Angle properties introduced at Level 4 are
revised and angle properties involving polygons with more than 4 sides, and circles are introduced, Reflective and
rotational symmetry of 2D shapes is covered, plus various mathematical constructions are explored using a
compass, ruler and protractor. Pythagoras’ Theorem and trigonometric ratios are introduced using scale diagrams
and calculators. The making of 3D block structures and drawing on isometric paper is further extended from work
covered at Level 4. All four transformations - reflection, rotation, translation and enlargement are investigated.

Worksheets 1 to 4
Adjacent angles on a straight line:
Angles around a point:
Vertically opposite angles:
Angles in a triangle:
In Tasks 1 to 4 pupils are to revisit many of the angle properties introduced at a previous level.
In Task 5 pupils create angles to exchange with classmates.

Task 1
1. a = 65 o, b = 149o, c = 71o, d = 90o, e = 126 o, f = 112o, g = 62o, h = 94o, i = 81o, j = 56o, k = 121o, l = 59o, m = 132o
n = 48o, o = 132o, p = 51o, q = 67 o, r = 71o, s = 90o 2. 97o 3. 6o 4. 96o

Task 2
1. a = 112o, b = 114 o, c = 51o, d = 127o, e = 111o, f = 50o, g = 54 o, h = 266o, i = 85 o, j = 70o, k = 84o, l = 84o, m = 55o
n = 125 o, o = 55o, p = 46o, q = 68o 2. 105o 3. 45o 4. 67.5o 5. 157.5 o 6. 40o 7. 8 spokes 8. 15 spokes

Task 3
1. a = 78 o, b = 127o, c = 108o, d = 90o, e = 47o, f = 115 o, g = 131o, h = 68o, i = 101o, j = 82 o, k = 129o, l = 51o, m = 141o
n = 39o, o = 141o, p = 39o, q = 64 o r = 149o, s = 31o, t = 31o, 2. 65o

Task 4
1. a = 77 o, b = 117o, c = 90o, d = 35o, e = 66o, f = 59o, g = 40o, h = 64o, i = 62o, j = 44o, k = 37o, l = 143o, m = 49o
n = 49o, o = 47o, p = 75o, q = 39o 2. 20 o

Worksheets 5 & 6
Angles and parallel lines:
Understanding and stating angle properties:
In Task 6 pupils are to investigate three angle properties associated with parallel lines. Using these
rules, pupils are to state whether or not two lines are parallel.
In Task 7 pupils are to find missing angles, giving reasons for the answers by stating the rules used.

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 Task 6
1. ∠a = ∠k, ∠d = ∠m, ∠c = ∠h, ∠f = ∠j, ∠a + ∠b = ∠g, ∠b + ∠c = ∠l, ∠e + ∠f = ∠n, ∠d + ∠e = ∠i 2. ∠f = ∠h, ∠d = ∠k,
∠f + ∠e = ∠l, ∠e + ∠d = ∠g 3. ∠f + ∠g = 180o, ∠d + ∠l = 180o, ∠d + ∠e + ∠h = 180o, ∠e + ∠f+ ∠k = 180o
4. No, does not satisfy either angle rule for parallel lines 5. Yes, alternate angles 6. Yes, corresponding angles
7. Yes, co-interior angles adding to 180o 8. a = 79o, b = 138o, c = 70o, d = 116o, e = 123o, f = 74o, g = 106o, h = 75o,
i = 75o, j = 57o, k = 123o, l = 123o, m = 36o, n = 144o, o = 36o, p = 144 o, q = 101o, r = 79o, s = 101o, t = 79 o, u = 101o,
v = 79o, w = 101o,

Task 7
Note: There may be more than one reason for each answer, depending on the order or the way the missing angles are found.
1. a = 93 o - Adj. ∠’s st. line, b = 51o -∠’s in , c = 106o - Adj. ∠’s st. line, d = 65o - Adj. ∠’s st. line,
e = 74o - Vert. Opp. ∠’s, f = 54 o - Adj. ∠’s st. line, g = 54o - Vert. Opp. ∠’s, h = 59o - ∠’s around pt,
i = 126o - Vert. Opp. ∠’s, j = 145 o- Vert. Opp. ∠’s, k = 90o - Adj. ∠’s st. line, l = 72o - Alt. ∠’s // lines, m = 41o - ∠’s in ,
n = 67o - Alt. ∠’s // lines, o = 64 o - Alt. ∠’s // lines, p = 59o - Adj. ∠’s st. line, q = 57 o, - Int. ∠’s // lines,
r = 116o - Adj. ∠’s st. line, s = 38o - Alt. ∠’s // lines, t = 68o - Int. ∠’s // lines, u = 74o - ∠’s in , v = 68o - ∠’s in ,
w = 33o - ∠’s in , x = 38o - Alt. ∠’s // lines, y = 33o - Alt. ∠’s // lines, z = 110o - Adj. ∠’s st. line
2. Corr. ∠’s // lines or Int. ∠’s // lines 3. Corr. ∠’s // lines 4. 110o
o
5. ∠AJK, ∠JKH, ∠BKC, ∠DCE, ∠CGF, ∠KHG, ∠KCG 6. 35 7. 70o 8. 35 o

Worksheets 7 to 9
Reflective symmetry:
Rotational symmetry:
Vertically opposite angles:
Interior angle sum of regular / non-regular polygons:
In Task 8 pupils are to revisit the naming of and the reflective symmetry properties of 2D shapes
introduced at a previous level.
In Task 9 pupils are to revisit the rotational symmetry properties of 2D shapes introduced at a previous
level. A shape has rotational symmetry if, as it is being rotated you can stop in a position whereby the
shape looks the same as it did before it was rotated. The number of times this occurs will determine the
number or order of rotational symmetry for that particular shape. All shapes have at least one order of
rotational symmetry as any shape will look like itself once it has been rotated through 360 o. The 2D
shapes in this task can be drawn on cardboard, cut out and physically rotated to determine the order of
rotation. Remember the centre of the shape will be the centre of the rotation.
In Task 10 pupils are to determine the sum of the interior angles of polygons with 4 or more sides,
using the instructions at the top of Worksheet 9. Missing angles can then be found.

Task 8
1. 2. 3. 4. 5.

isosceles triangle (1) right-angled triangle (0) pentagon (5) semi-circle (1) hexagon (6)

6. 7. 8. 9. 10.

infinite lines of
symmetry

scalene triangle (0) circle (infinite) rectangle (2) equilateral triangle (3) parallelogram (0)

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11. 12. 13. 14. 15.

diamond (rhombus) (2) octagon (8) ellipse (2) square (4) heptagon (7)

16. Symmetry lines are drawn on each shape. Order of reflective symmetry is the number in the brackets after the
name of each shape.

Task 9
1. rhombus or diamond (2) 2. octagon (8) 3. parallelogram (1) 4. isosceles triangle (1) 5. hexagon (6)
6. right-angled triangle (1) 7. ellipse (2) 8. equilateral triangle (3) 9. heptagon (7) 10. square (4)
11. pentagon (5) 12. rectangle (2) 13. circle (infinite) 14. scalene triangle (1) 15. semi-circle (1)
16. 4 17. 1 18. 16

Task 10
1. triangle 2. quadrilateral 3. pentagon 4. hexagon 5. heptagon 6. octagon 7. nonagon 8. decagon
9. dodecagon
10. 11. Sum of the Interior Angles = n × 180o
Number of sides No. of triangles Interior angle sum
4 2 360o 12. a = 70 o, b = 93o, c = 87o, d = 90 o, e = 144o, f = 132o,
5 3 540o g = 141o, h = 91o, i = 48o, j = 39o, k = 102o, l = 72o, m = 142o
6 4 720o n = 79o, o = 106o, p = 37o, q = 122 o, r = 132o , s = 135o ,
7 5 900o
t = 112o , u = 82o , v = 265o , w = 250o , x = 220 o , y = 124o
8 6 1080o
9 7 1260o
10 8 1440o
12 10 1800o

Worksheets 10 & 11
Angle between a tangent and a radius:
Angles in a semi-circle:
In Task 11 pupils are introduced to a new angle property involving a circle, tangent and radius. The
tangent is a line that touches a circle at one point only on the circumference. A tangent to a circle makes
an angle of 90o with the radius at the point of contact. Using this property and other angle properties
previously used, missing angles are to be found. Pupils are to give a reason for angle sizes.
In Task 12 pupils are introduced to the angle in a semi-circle property. Using this and other angle
rules, missing angles are to be found. Pupils are to give a reason for angle sizes, when required.

Task 11
1. centre 2. radius 3. tangent 4. right-angle 5. ∠DEO, ∠FEO, ∠HIO, ∠JIO, ∠RSO, ∠TSO, ∠LMO,
∠NMO, ∠HKO, ∠IKO, ∠IPO, ∠JPO, ∠KOP, ∠KIP 6. a = 90o - ∠ between tang & rad, b = 19o - ∠’s in ,
c = 113 o - Adj. ∠’s st. line, d = 90 o - ∠ between tang & rad, e = 23o - ∠’s in , f = 90o - ∠ between tang & rad,
g = 39o - ∠’s in , h = 90o - ∠ between tang & rad, i = 47 o - ∠’s in , j = 90 o - ∠ between tang & rad, k = 34o - ∠’s in ,
l = 116o - Adj. ∠’s st. line, m = 90o - ∠ between tang & rad, n = 26o - ∠’s in 7. ∠ between tang & rad
o o o
8. ∠’s in 9. ∠ between tang & rad 10. 65 11. 65 12. 25

Task 12
1. centre 2. diameter 3. circumference 4. semi-circle 5. 90o 6. ∠ABC, ∠DEF, ∠GJI, ∠KLM, ∠KNM,
∠QUT, ∠PRS 7. a = 90 - ∠ in a semi-circle, b = 48o - ∠’s in , c = 61o - ∠’s in , d = 90o - ∠ in a semi-circle,
o

e = 90o - ∠ in a semi-circle, f = 30o - ∠’s in , g = 90o - ∠ in a semi-circle, h = 58o - ∠’s in , i = 56o -Alt. ∠’s // lines,
j = 34o - ∠’s in , k = 90o - ∠ in a semi-circle, l = 34 o -Alt. ∠’s // lines, m = 90o - ∠ in a semi-circle 8. ∠ in a semi-
circle 9. ∠ between tang & rad 10. 48o 11. ODE is an isosceles triangle as OD and OE are radii, ∠ODE = 29o
therefore ∠OED = 29o 12. 61o 13. 42o

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 Worksheets 12 to 14
Creating pathways (loci):
Constructing triangles:
More constructions:
In Task 13 pupils are to draw pathways called a loci. Mathematical instructions are to be used.
Examples of locii that are not smooth or constant pathways are also explored.
The accurate construction of any shape using mathematical instructions, is a valuable skill. Triangles can
be constructed using a ruler, compass and / or protractor.
To construct a triangle with sides of 5.0cm, 3.5cm and 2.7cm follow these steps.

Step 1: Draw one of the sides, Example: 5.0cm

Step 2: Open the compass to 3.5cm, place the point

of the compass on the left end of the line and draw an arc. 3.5cm 2.7cm

Step 3: Open the compass to 2.7cm, place the point

of the compass on the right end of the line and draw an arc.
5.0cm
Step 4: Complete the triangle by joining the ends of the lines
to where the two arcs cross.

To construct a triangle when one or two angle sizes are given, the procedure is very similar except a
protractor is used to draw accurate angles.
In Task 14 pupils are to construct triangles given the length of all sides or given the lengths of some
sides, plus 1 or 2 angle sizes. Pupils create their own diagrams and have a classmate reconstruct a copy
of each diagram using mathematical instruments.
In Task 15 pupils are to attempt more mathematical constructions involving bisecting an angle, drawing
a perpendicular or parallel lines, plus constructions involving circles and triangles.

Task 13
Diagrams below are not drawn to scale.
Circle
1. 2. 3. 4. 5. radius = 25mm

radius = 1.5cm radius = 20mm radius = 3.2cm radius = 27mm

outside circle
radius = 35mm

6. inside circle 7. Circle 8.

radius = 25mm
radius = 17mm
inside circle 15mm above the line
radius = 10mm

outside circle
radius = 40mm

9. 11. 3cm
10. 10mm above the line
2.5cm below the line 6cm line

10mm below the line

12.
13.
Draw a line in this lane to show where Richard will
run in this 400m race.

Task 14 & Task 15 No answers drawn for construction exercises.

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 Worksheets 15 to 18
Scale Diagrams:
The Pythagoras relation:
Hypotenuse, Opposite and Adjacent:
Sine, cosine and Tangent as a ratio:
Converting a trig ratio to an angle:
Finding the size of an angle using a trig ratio:
Express an angle as a decimal:
Finding the length of a side using a trig ratio:
In Task 16 pupils are to construct a right-angled triangle given the lengths of two sides. Using the
diagram, the length of the longest side (hypotenuse) is to be found by measuring.
In Task 17 pupils are introduced to the Pythagoras relation which states ‘the square of the hypotenuse
equals the sum of the squares of the other two sides’. From the diagrams created in Task 16, pupils are
to compare the length of the missing side as obtained by measuring, with the values obtained by using the
Pythagoras relation. Further calculations involve rearranging the relation to find one of the shorter two
sides.
In Task 18 pupils are introduced to naming of sides for right-angled triangles, as preparation for using
trig ratios. Remind pupils that the longest side, called the hypotenuse is always opposite the right-angle.
The remaining two sides are named in relation to the angle that is known or is to be found.
In Task 19 pupils are to write sine, cosine and tangent ratios as fractions, given side lengths. These
fraction are to be converted to decimals rounded to 4 d.p.
In Task 20 pupils are to convert sine, cosine or tangent values to angle sizes, using trig tables or a
scientific calculator.
In Task 21 pupils are to find the size of missing angles using a trig ratio. Word problems are included.
In Task 22 pupils are to convert angle sizes to a decimal using trig tables or a scientific calculator.
In Task 23 pupils are to find the length of a side, given an angle size and one side length, using a trig
ratio. Word problems are included.

Task 16
Approximate measurement lengths.
1. 130mm ± 1mm 2. 17mm ± 1mm 3. 6.6cm ± 0.1cm 4. 80mm ± 1mm

Task 17
1. A = 130mm, B = 17mm, C = 6.6cm, D = 79.9mm 2. a =67.42mm 3. b = 6.6cm 4. c = 8.86cm 5. d = 88.59mm
6. 15.08cm 7. 11.30mm 8. 13.33cm 9. 13.44mm 10. 12.21

Task 18
1. Hyp = AB, Opp = AC, Adj = BC 2. Hyp = EF, Opp = DF, Adj = DE 3. Hyp = GI, Opp = GH, Adj = HI
4. Hyp = PR, Opp = PQ, Adj = QR 5. Hyp = XZ, Opp = XY, Adj = YZ

Task 19
1. Cos A = 4/ 5, Tan A = 3/ 4 2. Sin A = 0.6, Cos A = 0.8, Tan A = 0.75
3. Sin A = / 13 = 0.3846, Cos A = 12/ 13, = 0.9231, Tan A = 5/ 12 = 0.4166.
5

4. Sin A = 12/ 15.8 = 0.7595, Cos A = 10.3/ 15.8, = 0.6000, Tan A = 12/ 10.3 = 1.1650
5. Sin A = 7/ 10.6 = 0.6604, Cos A = 8/ 10.6, = 0.7547, Tan A = 7/ 8 = 0.8750
6.3 3.9
6. Sin A = / 7.4 = 0.8514, Cos A = / 7.4, = 0.5270, Tan A = 6.3/ 3.9 = 1.6154
8 . 12.7
7. Sin A = / 15 = 0.5333 , Cos A = / 15, = 0.8466., Tan A = 8/ 12.7 = 0 6299
8. Sin A = 9/ 12 = 0.7500, Cos A = 7.9
/ 12, = 0.6583., Tan A = 9/ 7.9 = 1.1392
9. Sin A = 5/ 5.6 = 0.8929, Cos A = 2.5
/ 5.6, = 0.4464, Tan A = 5/ 2.5 = 2.0000
18.2
10. Sin A = / 20 = 0.9100, Cos A = 8.2/ 20, = 0.4100, Tan A = 18.2/ 8.2 = 2.2195
11. Sin A = 10.1/ 12.6 = 0.8016, Cos A = 7.5
/ 12.6, = 0.5952, Tan A = 10.1
/ 7.5 = 1.3466.
5.3 6.5 5.3
12. Sin A = / 8.4 = 0.6310, Cos A = / 8.4, = 0.7738, Tan A = / 6.5 = 0.8154

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 Task 20
1. 30.0o 2. 21.7o 3. 45.0o 4. 75.9o 5. 47.8o 6. 13.0o 7. 38.0o 8. 65.2o 9. 84.0o 10. 81.8o
11. 40.1o 12. 69.5o 13. 81.1o 14. 27.6o 15. 35.2o 16. 86.6o 17. 71.3o 18. 14.9o 19. 82.0o 20. 43.2o

Task 21
1. Cos A = 12/ 13 = 0.9231, A = 22.6o 2. Sin A = 12/ 15.8 = 0.7595, A = 49.4 o 3. Tan A = 7/ 8 = 0.875, A = 41.2o
6.3
4. Sin A = / 7.4 = 0.8514, A = 58.4o 5. Tan A = 8/ 12.7 = 0.6299, A = 32.2o 6. Cos A = 7.9
/ 12 = 0..6583, A = 48.8 o
7. Sin A = 5/ 5.6 = 0.8929, A = 63.2 o 8. Tan A = 18.2/ 8.2 = 2.2195, A = 65.7 o 9. Cos A = 7.5/ 12.6 = 0.5952, A = 53.5o
5.3 o 4.8 o 49.8
10. Tan A = / 6.5 = 0.8154, A = 39.2 11. Sin A = / 5 = 0.96, A = 73.7 12. Cos A = / 50 = 0.996, A = 5.1o

Task 22
1. 0.6428 2. 0.3420 3. 1.0000 4. 0.9848 5. 0.6018 6. 0.9877 7. 0.2756 8. 0.9063 9. 1.9626
10. 0.7071 11. 2.4023 12. 0.7206 13. 9.6768 14. 0.8902 15. 0.2830 16. 0.9078 17. 0.1691
18. 0.9114 19. 0.8214 20. 0.9968

Task 23
1. Cos 40o = y/ 12 , y = 12 × Cos 40o, y = 9.2cm 2. Cos 48o = y/ 15.8 , y = 15.8 × Cos 48o, y = 10.6cm
3. Sin 36o = y/ 13.7 , y = 13.7 × Sin 36o, y = 8.1cm 4. Sin 33o = y/ 7.4 , y = 7.4 × Cos 33o, y = 4.0cm
5. Tan 55 o = y/ 12.7 , y = 12.7 × Tan 55o, y = 18.1cm 6. Cos 62o = y/ 12 , y = 12 × Cos 62o, y = 5.6cm
o y o
7. Tan 43 = / 14.9 , y = 14.9 × Tan 43 , y = 13.9cm 8. Sin 68o = y/ 20.4 , y = 20.4 × Cos 68o, y = 7.6cm
9. Cos 54o = y/ 12.6 , y = 12.6 × Cos 54o, y = 7.4cm 10. Tan 60o = y/ 6.5 , y = 6.5 × Tan 60o, y = 11.3cm
11. Sin 85o = x/ 5 , y = 5 × Sin 85o, x = 4.98m 12. Sin 2.5 o = h/ 50 , h = 50 × Sin 2.5o, h = 2.18m

Worksheets 19 & 20
View diagrams and making models:
Drawing on isometric paper:
To draw a 3D object on plain paper can be difficult. Using isometric paper can make it easier.
In Task 24 pupils are to study the top, front, left side, right side and back view diagrams of structures
made of Lego blocks and match them with ‘3D’ looking diagrams of the same structure. Pupils are to use
blocks to create these structures.
In Task 25 pupils are to use a Level 5 Geometry resource specially created by AWS Teacher
Resources to cover objective 6 of the Geometry strand.
In Task 26 pupils are to practise drawing block structures on isometric paper and make structures out
of Lego blocks. Having made the structures, pupils are to draw top, front, left side, right side and back
views of these structures. Using isometric paper, everyday objects are to be drawn.
In Task 27 pupils are to create more block structures and draw them on isometric and squared paper.

Task 24
1. B 2. D 3. A 4. C 5. E

Task 26
6. The following view diagrams have been drawn as if what can be seen on the page is the left side and the
front of the block structure. There will be different correct orders.

Top Front Left side Right side Back

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 Top Front Left side Right side Back

Worksheets 21 & 22
Translation using vectors:
MoreTranslations:
In Task 28 pupils are introduced to vectors. A vector has both direction and distance and can be
described using two numbers written in the form ...
AD x
where the curved line under
the = y
letters means it is a vector.
Just like the directions on a graph, the ‘x’ number represents a movement left (negative number) or right
(positive number). The ‘y’ number represents a movement up (positive number) or down (negative
number). Vectors can also be described by giving a compass bearing and a length, (Example: 60o,
5.2m), however at this level only the x-y method is explored. Pupils are to describe and draw translations
using vectors, describe how a shape has been translated and translate a shape by a given vector.
In Task 29 pupils are to use vectors to find positions on a map and describe movements about the
map using vectors.

Task 28
1. a = 2 squares right, 4 squares up b = 4 squares left, 3 squares up c = 1 square right, 3 squares down
d = 2 squares left, 4 squares down e = 0 squares left or right, 4 squares up f = 3 squares right, 0 squares up or down

c f
b
a d e

2. m 3 n -2 o -3 p 4 q 0 r 4 s 4 t -4
= 2 = 3 = -2 = -1 = 4 = 0 = 3 = 1

u -3
= -4

3. A 3 B -2 C -10 D -7 E 9 F 0 G 8 H -9
= 2 = 5 = -4 = 2 = -2 = 4 = 3 = 0

I -3
= 3

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Questions 4 to 8. For each translation below, the shaded shape is the object, the clear shape is the image.

9. ‘Things that HAVE NOT changed’ ‘Things that HAVE changed’

Length, angle size and area All points move

Task 29
1. 3 2. -12 3. Town A 4. AB -2 BC 5 CD 7 DE -7
7 0 = 5 = 2 = -2 = 7

5. 3 AE The answers are the same

3
12 = 12

6. AF -2 FG -3 GH 2 HI 7 IJ 7 7. Town D
= -1 = 4 = 6 = 5 = -4

Worksheets 23 & 24
Similar figures and scale factors:
Finding the centre of an enlargement:
Drawing enlargements:
For an enlargement to occur, there must be a a scale factor and a centre of enlargement. An enlargement
can result in a shape becoming bigger or smaller, depending on the scale factor.
In Task 30 pupils are to calculate the scale factors given an object and its image. By comparing the
length of corresponding sides on the object and its image, the scale factor can be calculated.
In Task 31 pupils are to find the centres of enlargement for various shapes. This can be done by
drawing lines through pairs of corresponding corners on the object and its image. Where the lines cross is
the centre of enlargement. The scale factors can also be calculated from the diagrams.
In Task 32 pupils are to enlarge a shape, given the scale factor and the centre of enlargement. The
steps are outlined in Worksheet 24. Note the convention for labelling corresponding corners whereby if a
corner on an object is labelled A, then the corresponding corner on its image would be labelled A'. Having
drawn several enlargements, pupils are to comment on the properties of enlargement that are invariant.
Invariant properties do not change.

Task 30
1. I, s.f = ½ 2. D, s.f = 3 3. G, s.f = 2 4. J, s.f. = ½ 5. A, s.f. = 2 6. H, s.f = 2½ 7. E, s.f. = 1
8. F, s.f. = 3 9. B, s.f. = B 10. C, s.f. = 4

Task 31
1. 2. C 3. C
C
s.f. = ½
s.f. = 2
4.
s.f. = 2
C 5. C

s.f. = ½ s.f. = 3

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 Task 32
1. A' B' 2. A' B' 4.

A B A B T'

D' C'
D C X
X C T
C' X

3. Z W
6. R'

Z' W'
R

V' V S S'
Y Y' X
X

5. D E
D' E' U T

X
F' A' U' T'

F C' 8. ‘Things that HAVE NOT changed’ would include ...

A B' angle sizes, corresponding sides are always parallel, the centre of
enlargement does not move, the labelling of letters is still in the same
direction.
C B
‘Things that HAVE changed’ would include ...
length of sides, area of the shape

Worksheets 25 & 26
Locating and drawing lines of symmetry:
Creating designs involving reflections:
In Task 33 pupils are to copy shapes onto the squares of their maths books, then reflect the shapes,
given the position of the mirror lines. Some shapes cross the mirror line, therefore the reflection will
involve reflecting parts of the shape in different directions. More than one mirror line is involved in some
questions. Pupils are to locate mirror lines or lines of symmetry between two shapes and create their own
diagrams that classmates can reflect.
In Task 34 pupils are to create paper designs and complete patterns for designs involving reflection.

1. 2. 3. 4.

5. 6. 7. 0

Task 33
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8. 10. 11. 12.

13.

Task 34
6. 7. 8.

9. 10. 11.

12. ‘Things that HAVE NOT changed’ would include ...

angle sizes, length of sides, area, any points on the mirror line
‘Things that HAVE changed’ would include ...
all points on the mirror line have moved, shape is turned over

Worksheet 27
Rotating a shape and finding the centre of rotation:
In Task 35 pupils are to investigate rotation. For rotation to occur there must be a centre of rotation
and an angle of rotation. The angles of rotation have been restricted to a ¼ turn or 90o, a ½ turn or 180o
and ¾ turn or 270o either in a clockwise or anti-clockwise direction. Pupils are to perform the rotations by
counting squares. To find the centre of rotation, pupils can hold an object, simulate the rotation and by
trial and error, the centre can be find.
In Task 36 pupils are to use construction skills to locate the centre of rotation. The steps are outlined
on Worksheet 28. Note: Only two pairs of corresponding corners have been used where locating the
centre of rotation. All angle of rotations have been noted as positive rotations, that is, an anti-clockwise
direction.

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 Task 35
1. A' B' B 2. B 3. A B B'
C'

C' A'
A' D'
A C C' A C D C

4. B 5. B'
B C A'
A' D B' B'
D'
A C C'
A D E
C'

6. 7. 8.

A D

10. 180 o clockwise or anti-clockwise about point B 11. 90o anti-clockwise about point B
12. 180 o clockwise or anti-clockwise about point B 13. 90o clockwise about point C
14. 90o clockwise about point C

Task 36
1. F 2. A B 3. S' R'
E R Q

E' D C T' Q'

G A'

X D' X
F' G'
X C'
Angle of rotation = 270o
Angle of rotation = 90 o
Angle of rotation = 270o B' S T

4. 5. D A 6. E F
Angle of rotation = 90o
L'
M X
A' B' X
N' M' H G
D' C' H'
L X E'
N G'

Angle of rotation = 90 o C B Angle of rotation = 90 o F'

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7. ‘Things that HAVE NOT changed’ would include ...
angle sizes, length of sides, area, the centre of rotation is the only point that does not move.
‘Things that HAVE changed’ would include ...
all points and lines change position as they turn through the angle of rotation

Worksheet 29
Describing symmetrical Designs:
In Task 37 pupils are to create designs by reflecting, rotating or translating a series of designs. Pupils
are to locate and describe everyday patterns that have been created by using one or a combination of the
four tranformations - reflection, rotation, translation and enlargement.
In Task 38 pupils are to create designs by tessellating a combination of various shapes.

Task 37 & Task 38 No answers drawn for design exercises.

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