Concepts of measurement and geometry can be used to solve novel problems.

Inquiry Questions

What are the characteristics of everyday objects and how do we perceive them?
How can we use angle properties to make sense of space?

Australian Curriculum



Desmos is an interactive graphing calculator that allows teachers to set engaging instruction, exploration and practice tasks. With many existing resources, and capacity to create your own, there are applications for all year levels and topics.

This collection, that contains four well-used geometry tasks in South Australian classrooms. The Angle Relationships resources are particularly valuable in a remote learning context. 

Link: Desmos Distance Learning Year 7



Khan Academy

A sequence of learning that includes videos and practice questions relating to angle relationships and problem solving. 

Link: Khan Academy Geometry




GeoGebra is dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package. 

A set of interactive activities that allow students to clarify their knowledge of angle relationships. It can also be used to screen cast within Office 365 teams to demonstrate with a class. Followed with some example questions, this can be a good resource to support the development of this important skill. 

Link: GeoGebra Interactives

Which One Doesn't Belong?

Which One Doesn't Belong? Is a website that provides thought-provoking puzzles for mathematics teachers, students and families. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. 

Link: Which one doesn't belong shapes

The shapes problems can be used as a prompt for a lesson that can be streamed, or alternatively, engaging students in providing their own reasoning through effective communication. In this big idea, developing formulae for area of shapes is important and can be used as the focus of the activity. In the online environment, posting one of these problems on your Learning Management System, and asking students to vote for their correct answer (but keep this hidden from the students) and write a short response that summarises their reasoning. A follow up can be to review the votes of the poll, and then ask students to write why they think someone would have chosen the other answers. The final step in the sequence is to then reveal a model answer and explain what makes more effective mathematical communication. This can be done once a week to continue to build on the quality of responses over time. 

Diagnostic Questions

Diagnostic questions are designed to help identify, and crucially understand students' mistakes and misconceptions in an efficient and accurate manner. In a remote learning environment, these questions are vital for checking on progress. At crucial moments in a lesson, set a diagnostic question or two to quickly ascertain the progress of the class, and importantly, understand misconceptions quickly, which can be hard to achieve in a remote environment. You will need to sign in (for free) to access. 

This set of questions relates to all geometry, where you can then select “Angles in Triangles” or another subtopic in this sequence of learning. After a period of content delivery or inquiry, set one or two diagnostic questions, to each member of the class via the Learning Management System, collect the results and identify any student or group of students that have misconceptions that you can then address. 

Link: Diagnostic Questions set