Level One: Geometry
New Zealand Curriculum Level 1
National Standards
In a range of meaningful contexts, students will be In contexts that require them to solve
engaged in thinking mathematically and statistically. will be able to:
They will solve problems and model situations that
Year 1
require them to:
Shape
 sort objects and shapes by a
single feature and describe
 Sort objects by their appearance.
the feature, using everyday
language
 represent reflections and
Position and orientation
translations by creating
patterns
 Give and follow instructions for movement
 describe personal locations
that involve distances, directions, and half or
and give directions, using
quarter turns.
everyday language.
 Describe their position relative to a person or
object.
Transformation

Communicate and record the results of
translations, reflections, and rotations on
plane shapes.
problems or model situations, they
Year 2



sort objects and shapes by
different features and describe
the features, using
mathematical language
represent reflections and
translations by creating and
describing patterns
describe personal locations and
give directions, using steps and
half- or quarter-turns.
Level Two: Geometry
New Zealand Curriculum Level 2
National Standards
In a range of meaningful contexts, students will be In contexts that require them to solve problems or model situations,
engaged in thinking mathematically and
students will be able to:
statistically. They will solve problems and model
Year 3
Year 4
situations that require them to:
Shape
 sort objects and two- and three sort objects and two- and
dimensional shapes by their
three-dimensional shapes by
 Sort objects by their spatial features, with
features, identifying categories
two features simultaneously
within categories
 represent and describe the
justification.
 Identify and describe the plane shapes found
 represent reflections,
symmetries of a shape
in objects.
translations, and rotations by
 create nets for cubes
creating and describing patterns
 describe personal locations
 describe personal locations and
and give directions, using
Position and orientation
simple maps.
give directions, using wholenumber measures and half- or
 Create and use simple maps to show position
quarter-turns.
and direction.
 Describe different views and pathways from
locations on a map.
Transformation

Predict and communicate the results of
translations, reflections, and rotations on
plane shapes.
Level Three: Geometry
New Zealand Curriculum Level 3
In a range of meaningful contexts, students
will be engaged in thinking mathematically
and statistically. They will solve problems
and model situations that require them to:
Shape


Classify plane shapes and prisms by
their spatial features.
Represent objects with drawings and
models.
National Standards
In contexts that require them to solve problems or model situations, students will
be able to:
Year 5
Year 6


Position and orientation

Use a co-ordinate system or the
language of direction and distance to
specify locations and describe paths.
Transformation

Describe the transformations
(reflection, rotation, translation, or
enlargement) that have mapped one
object onto another.



sort two- and three-dimensional
shapes, considering the presence
and/or absence of features
simultaneously and justifying the
decisions made
represent and describe the results
of reflection, rotation, and
translation on shapes;
create nets for rectangular prisms
draw plan, front, and side views of
objects
describe locations and give
directions, using grid references
and points of the compass.





sort two- and three-dimensional
shapes (including prisms),
considering given properties
simultaneously and justifying the
decisions made
represent and describe the
results of reflection, rotation,
and translation on shapes or
patterns
identify nets for rectangular
prisms
draw or make objects, given their
plan, front, and side views
describe locations and give
directions, using grid references,
turns, and points of the compass.
Level Four: Geometry
New Zealand Curriculum Level 4
National Standards
In a range of meaningful contexts, students will In contexts that require them to solve problems or model situations, students
be engaged in thinking mathematically and
will be able to:
statistically. They will solve problems and
Year 7
Year 8
model situations that require them to:
Shape
 sort two- and three sort two- and three-dimensional
dimensional shapes into
shapes into classes, considering
 Identify classes of two- and threeclasses, defining properties
the relationships between the
and justifying the decisions
classes and justifying the decisions
dimensional shapes by their geometric
properties.
made
made
 Relate three-dimensional models to two identify and describe the
 identify and describe the features
dimensional representations, and vice
transformations that have
of shapes or patterns that change
versa.
produced given shapes or
or do not change under
patterns;
transformation
 create or identify nets for
 create or identify nets for
Position and orientation
rectangular prisms and other
rectangular prisms and other
simple solids
simple solids, given particular
 Communicate and interpret locations and
 draw plan, front, side, and
requirements
directions, using compass directions,
distances, and grid references.
perspective views of objects
 draw or make objects, given their
 describe locations and give
plan, front, and side views or their
directions, using grid
perspective views
Transformation
references, simple scales,
 describe locations and give
turns, and points of the
directions, using scales, bearings,
 Use the invariant properties of figures
compass.
and co-ordinates.
and objects under transformations
(reflection, rotation, translation, or
enlargement).