The Critical Thinking Co.

” ee Se GRADES 7-12+-
Empower the mind!
““<—~05243BBP

Answer Guide |
Higher-Order Thinking Activities LS pea
e Logical Thinking e Vocabulary Development
e Similarities & Differences e Following & Writing Directions
e Sequences e Descriptive Writing A
a ae sifications e Geometry Concepts 4
'e Analogies e Map Reading
e Anton yms & Synonyms
fs
e Graphic Organizers 4 yw
_ .© Spatial Awareness e and Much More — oe

‘Sandra Parks » Howard Black

 Digitized by the Internet Archive
in 2022 with funding from
Kahle/Austin Foundation

https://archive.org/details/buildingthinkingOOO0Opark_d5e0
 Building
Thinking Skills LEVEL 3 FIGURAL
Critical Thinking Skills for Reading -Writing «Math - Science

Beginning 1 * Beginning 2 * Primary

Level 1 * Level 2
Level 3 Verbal « Level 3 Figural

Written by
Sandra Parks
Howard Black

© 2007, 1985
THE CRITICAL THINKING CO.™
(Bright Minds™)
www.CriticalThinking.com
Phone: 800-458-4849 * Fax: 541-756-1758
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ISBN 978-1-60144-158-4
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Building Thinking Skills® — Level Three Figural Table of Contents

TABLE OF CONTENTS
CHAPTER ONE (A) FIGURAL SIMILARITIES
MATCHING FIQUFES ch:cccaxn commen te racttinet occ tyes uhm es bate etre etary amma ti ce aes einen netere ent aera ee 1
Which Figure Does Not: Matetie 5..c5 02. suvsansucse cae deepcts sepa vncain niet ex Une Ee enna cane ee 3
Finding and iracing; Patenns iuc.g..:....Seserethc. ce ceetee 3 Some ceases satan ate pee eerie Rete ca attwea delopns 6
FICE CES ADCS a apices eet ER ao nai heath Be cRNA ER Rs Whee acean eh Ne RUM OM ach ince 11
CGOMDIMIMERS HARES 2. derevacan tacinudtte. no alone Hetgeca Mey «SPUR cca he eats Reet Mee anes Mie eee co ee Ne cee co aan 14
ESECONT) HUI AIIS Sspercsece wires oer ccna CMM tage stres-< teeth eich eo tel REE eee ete reat 18
Which Shape Gompictes ING Squakey sace sac. cats. damy gts deans ger xanierdaathonresknnrmmoensss 20
SOMOleUmMeriie OUMare VINE) |WO else S okc.ncexs eacsys exnshane sacra taemuirnerneecee: eee rea Memncneine cote 22
NistC Ue COMCUICTIE FIOUNGS O58 cn oeonschar aicon dans arenmaveu suited sr aataeon meer eane eRe eee ene eeeky ee co-cen8 24
VVENCH BeIGher ioc rOl CrOliGUlGNil 7<iinc. see canct cc. 28 se ancaene tea ee eerie aM Hoan reese ceusenionce 26
PRE GOCMIZ IVC EOI PLIS I)Ee CAIUS: sesstsacca taes sunedcalts cele awacians eae enin wwnkiy CURR RAodG Ay atta enV eiaece sccuetsoeomenizae 28
PLE RaPNGS iC OOINCIGUROTIE: FoSENS fy, eeaigahs Bohice decease ba eet, Means ale Mosacee uscba gea ee aeaneek neezt epee ndetes med 30
IMO e Rape SrIMOncOnOrueial FSIS ove. con aug tatals toea oe erases ame ce aceeaa cr eae eee ee OZ
EUS eS pC SIMIANCy a zraaducintossaslarewecatnian ste nae rious cote etna agealeds teacopwneuseta nance thes cists caseee tn crash 8.
PPEIEG ANIC e TIN AT IU S aneatsassc techn eee read ono ca ee yee eicaottec aicannnotoceupe ma dieariransved dank Etuanewcce sate 36
FaShUiving: Similarity and COmOe iO Gs... 5 to. di5 Liat ob ae oie oh os eca ec fe emannene mene sretbeuasbaxsenaae 38
PrQmueiie otiiliche HIQULCS——tMMNANGIIG 02 sac does bunaenwees saueomesecsdentonach oe seeecare sas ue meeneta nese 42
PROaucinG, oiler (1G UlES——REGUCING \iiteeaiauncdsioeteoleua otSocnedctacs scateskce ean ee esc ies 48
Reo ue VCE ALG eIMOMt aNd, FROCUIGHON oivicss.cacne ncabincao,sann oansaevnevaeanaee eee onuaep ean ke eareiowe seo a3
CPSMNGbE ARIE Fatt IS CO eIeanOs PIQUE OSs ssc Sicivdienaps yn donien nitagiedoes wena no tunel emis eee mactvesucn shee 56
Wsidionotier Sies 10 REGUCO FIQUIES . giiccnct 205 bexspuesannesbaeeuve- ranscnkaee ase eeependeoeruct meaner nee 58
RRS MIC ICHEMIIO SiOF SY TIMIMIO
UY 0555 hasty desematacval itch tn cs aculdeientca ps aunloung cocaeare dl eataasemeenetdaeecnd mame 60
ENeM teNeithe SUT OV NEIUY) aioe 7s ys ec astntece cassia cere amrl pablo sn weet Saar ae ee eg ee 62
ROG OCMC SV IMIS LICal iIQULOS 225 ccnaes was os nncwaincouus.er OnGcR ed unin naaua mammeahie Someta ese eee ae 64
PE UVM SURIOLE LINOS OT coVITHTIC UY 36220 vco>acgnbs aaiteon tmnt as akeerns virroa nostvkin sitestanacbaxencenneeasmemegenann
eeoudae as66
CEST G We ve 0 f= (8S ee ee ne ee ee Mee RRR RE mr ean a Eee. 68
Procucing omnalriduires DY TeSSellatiOn Acssidiai cs civede coadyaandetesssvavinlouiioe eae oeteneeeneceemiaeemeeses {4
ELIE OMS = ee 1 019ilae:|=]tc eee ge MOC Er Fae eat ee 13
FL)Ei aa Ren el Sepese REED eee a Penn OO nye aA UME AI See t SA nN CAR er 13
BOW Melty CUDeS MaKe UP TO SOM? c.c55cccse dasa ncesecitagateenimntns olathcnenuaey Meee eee eeewee mee 79
PaATIC OUT ia ndeisve ap co deta each was e 0 ac new ARSa Cetin gen eon ec alee 81
FCO OCI ZINE WONG: ccico cecraa tat vis ose nssacs tentscon volicec ealean os anitne ctl pape ete eR tana 83
EAS aiClaee Ges ge] gor yi aes) |(6[aeee eR ae ai Se meh Seman Boyr= HUNG Rar fiyn ppd ets inatbonhoas! 2 Sine 86
Matelinice OncMent SOUS excces ss edeiaivicen wecicsueeientiie eee serene cone tamer eaten Ranma eo ee ere ae 88
RECOGNIZING: VICWS’ GT DON sicinvdnn ci vinrsnadanzesnWunoathon gan rete cise trees ia cena ieee oF
COMMOITINIE SOMOS 2. cy. c82c. as naa cb lei caxcovat ohevemvanintves dasha BEGEE eoerGn at ton Gener ee ae 95
Complete the: Cube With One Pie6@ ic. sisdiscsarcasctantaiens vanenrten cee ante oe ee 99
CHAPTER TWO (B) FIGURAL SEQUENCES
Sequence of Figuriss—Select «.,..:. 4. cic cecsavcesehccncy alpen eee ere ee eee 103
SEQUENCE Of FIGUIES—SUPPIY ou... ..-0c1s cesdncuieseaswuscaciss some eee Oe ena 106
ReIatNnG IGULES—=FING. Ine EXCe pth ..s-chnrscs.ncnu: crc een ets ene nee een ht3
Rotating: FiIGuUreS SUP ly oi opik. oc. Fesscz else Ca ncear cases vine eer To
Rotating Figures—Explain

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Building Thinking Skills® — Level Three Figural Table of Contents

Fae GHA SITIO PRES CTO INSters cle gureBobs side cca a: xantives icduaestbasyeats syurapiies insasvdececdecubinede 120
NCIC Tele ators]2]0)Vp” RAO rston 0 hn «97a, een 122
ONCE CNS CT ITS UD PY tea ccs crccicyvenvsse4 oa: esns -,nissavoloua seaaeurcneaeeuwniob lcaisezseentlfebe 128
Ganon oOalonsOnenecton icciu11s cetet tess caters ee ensteeee! us wees r 130
ee MPOMING =-OOleClee haere cy Mente ee Pa he UR iB oe oalen te 132
ae ee NO — UPON cra ccclan cng ts inane mcttn tattle Sah end DU Arpaia AM aeons tee 140
Oe AcsACT aOICINU —-SClOCE 11. Jasz. oo aaah rarer neas ee eaee ame eee career etree 146
VOR Klose Apelats OGIO SOUPDIV: auasunse asin anaemia ae eee eee rete accom? 157
roWGli OIG SGlOC lth Ai) tar 5.15 ota. a onetime eae oe Geen ee eg coh 164
Patlern ROM ING— ele inure at. a. eu eeten ce Aine We Ne EE ERC re ec at 168
Sis\isieiliglepleciuc\aAN1s (ei=ct et et an o en mae ee ren ry Mee we en Ver erenen. 1x 171
WALCIMMNGMe UCIT IOCO Gx ce.gette sce sa: cancers oceeeee tetera Reamer Menem ote seers 174
PaO COs AR teLCC licens sata acs cece GR esate eeaces a Nate eee eee eee ee ee 176
Polding Gube-Rattermns—Select 2st kro: acscecteet te eae ee ee 179
Folding, Cube PatternS——S Uppy yz ts.c: ovcy retest esr aa ee eee ee dence eae 181
PROLATING CUD S carer tens econ tors Qaida taste OMI ed ee ae 183
ROlatinG CUbeS—=SCleC tia resis 25 v oe fe od aie ete ee et die nate 185
Rotenhg Cubes = DESCibe sa..c:. cc. tc8 ue ser i ieee reagan een ce Ree en cca yte neers 187
cali]ate MGWUhols == bs) 0]2)6)|) iene tae ce rm menemR Ie Tae nteme Shr tt 7 «See Rea Ue net § 189

CHAPTER THREE (C) FIGURAL CLASSIFICATIONS

IS SEMIN CAASSOS tc acca wry un cpeGe Geens date a ae Mee ere ree 191
WRC IMC ASSES atcha Mestre iota Sis saleSopviga aa ON dua tla e seth aaa eae ence een eo ae Ree 193
Classitvinguviore: | nat’ One: VWay—Matcning \..siiceveccee eesuectue uoteeseoes
seetecua age weees anes 195
GhianGind © haracteniStiCS—-SOlOCU be croncocvessncnes ea ceuetuanessgsta em eee eee ky ae ee 198
ESCH DIME CAT ACISMISUCS: 9.15. saccen sv ieasecrer sect eee ene ates aaa ua ttn oan Re een eer ete ee ee 200
Chamnaiaig, 6haracteniStleS—— SUPPLY cecavacavs va sewsrvensaptey neslae aver eretite Sit aceenen eeneames eine Rees 202
a)=iaaneeoe Mee er es
BYGEN EAGT et on Err erent Sr eae irene nln oerr as 204
GIESSH WTEC wa\el eee) lige ie) a 1g(¢ vem pete ea er rae oe mnaney AU meen aneerren me meen Crave citrate < 208
Glassitving: Morée- Than’ One-Way—Soning 1. cscssc.2..stcaee odbraonaaxcapermees reesei eeaes eee 209
ctees,
SSI Oy ADS ——O OM NG ist te sa cp ves daca toh svc ctetgnnetenenten teed cer eet ate ea onan ee 210
SCOOT eaSSCS ori vs carne ie a ean truatite ca betdonsnn Stns acena vem qe vom doom mre oreee/- 700 ePaper atere eeeZA3
Overaoping Classes—IMterSGCuOnS ix... aise stsck. wee sateen ce dees serenorsnreoeiaresersnersatrayeer =sere 216
@Vemappiie classes MSU cutee roteh eR echoed ete etrrecs sr gen tee ctor ee cee eer eee 226
YEE ESSETe eee are ee RPS NU rt PD ee Seren Nite ety sbi: 229

CHAPTER FOUR (D) FIGURAL ANALOGIES

Eigural Analegies Selects... cits... sc tisecesntasiovse-- sina dine sacnsese sateen ssiunisohmrdesins aeamianeste 233
Figural Analogies—Select a Palit ..............cccccceceseeeetseetteeenrsteeseesseesessseassenesssneeeensesents 238
Describing Types Of Figural AMAlOGISS .. 5. ...cci ences crime tretecgue tents natenaeeesennnnctnevadasravaoners 241
Crone GUS Ve Sele ere heer eer ree eC ene eer eae acon eee reer oe teerrcee 243
PICURA AM OQIES GUD DIY sacgecctceace fects peccetacentanea sQidtsnta ten stecirenes-nsnadansavakancetiedasnswyrazsensmaete 245
Figural Analogies—Follow the RUIC..............c.cccsccecee tenestensatetsonnaneneseet
eeenraeer ensenseenen 248
Figural Analogies—Supply a Pair .............ccccc teestne teesseseeteeseeseneeeenens
ceeeetete eeette enecnenees 250
Figural Analogies—Select the Solid....... ete ...c:c tert eneceterete cccecetetesieeeienenen 202
Figural Analogies—Select the Cube ......cette ...... reese erence
c:ccce cnets258
testestectestentenir
age ee I ee crt Aen tot ce Sess ede weet hn vevndeea hav ewer vadieeavansvonraa gees PRAWN ype see 260

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Building Thinking Skills® — Level Three Figural Introduction

A VERY IMPORTANT COMMENT ON THE

IMPORTANCE OF CLASS DISCUSSION
The following activities were created with the hope that
students would use discussion, not paper and pencil
alone, to stimulate their perception and to develop their
analysis skills. Although students may do activities
individually in pencil-and-paper form, it is important to
follow up each activity with class discussion to foster
vocabulary development and to promote better transfer of
thinking skills to content learning.
We encourage the use of manipulatives in introducing
the exercises, for they provide students with a concrete
basis for their discussions and a richer perception of the
analysis tasks.

© 2007 The Critical Thinking Co.” + www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING FIGURES ”
ue
on
Circle the figures that are the same in each row.
cc
<
Example: sl
=
7

GG
Mm.
>Y
king.com ° 800-458-4849
© 2007 The Critical Thinking Co.” + www.CriticalThin
Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING FIGURES

Circle the figures that are the same in each row.

A-4

A-5

A-7

2 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

WHICH FIGURE DOES NOT MATCH? ”

uu
a
Cross out the figure that does not match the other three figures
in each row.
cc
<i
as
=
a. b. Cc: d.
D
EXAMPLE: Le

3 |

4849
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com ° 800-458-
 Building Thinking Skills® — Level Three Figural Figural Similarities

WHICH FIGURE DOES NOT MATCH?

Cross out the figure that does not match the other four figures
in each row.

a. b. C. d. e.

{
a. b. Cc. d. e.

a. b. Gc: d. e.

= mi

a. b Cc d. e

3559
~ Ly

4 © 2007 The Critical Thinking Co.™ « www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

WHICH FIGURE DOES NOT MATCH? ”

_
E
Cross out the figure that does not match the other four figures
in each row.
re
<i,
=
“
D

A-20

A-21

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Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING AND TRACING PATTERNS

Circle any figure that contains the pattern on the left. The
pattern must be in the same position but may have extra lines.
Trace over the matching pattern to make sure you are right.

Example:

A. C7
yea SS,

Pattern

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Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING AND TRACING PATTERNS

“
Circle any figure that contains the pattern on the left. The —
pattern must be in the same position but may have extra lines. E
Trace over the matching pattern to make sure you are right. cc
<
ms
-
7

Pattern

\l
Pattern Pine i

849
© 2007 The Critical Thinking Co." * www.CriticalThinking.com ° 800-458-4
Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING AND TRACING PATTERNS

Circle any figure that contains the pattern on the left. The
pattern must be in the same position but may have extra lines.
Trace over the matching pattern to make sure you are right.

Pattern

Pattern

© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING AND TRACING PATTERNS ”

=
Circle any figure that contains the pattern on the left. The E
pattern must be in the same position but may have extra lines. cc
Trace over the matching pattern to make sure you are right. <
=
-
D

Pattern

Pattern

© 2007 The Critical Thinking Co.” * www.CriticalThinking.com ° 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING AND TRACING PATTERNS

Circle any figure that contains the pattern on the left. The
pattern must be in the same position but may have extra lines.
Trace over the matching pattern to make sure you are right.

Pattern

Pattern

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Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING SHAPES ”n
_
E
Check the shapes that you see in the figure on the left. cc
8
—
=
a
EXAMPLE:

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Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING SHAPES

Check the shapes that you see in the figure on the left.

© 2007 The Critical Thinking Co.™ » www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

FINDING SHAPES ”
J
Check the shapes that you see in the figure on the left. =
cc
—
a
D

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Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SHAPES
Check the figures that can be formed by joining the three
shapes on the left. The shapes may be moved in any direction.

EXAMPLE:

oF

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Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SHAPES
”
ot
Check the figures that can be formed by joining the three a
shapes on the left. The shapes may be moved in any direction. cc
8
on
=
a

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 Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SHAPES

Check the figures that can be formed by joining the three

shapes on the left. The shapes may be moved in any direction.

16 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SHAPES ”
~
E
Check the figures that can be formed by joining the shapes on ra
the left. The shapes may be turned in any direction. <x
a
=
D

lie
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inki .com » 800-458-4849
Building Thinking Skills* — Level Three Figural Figural Similarities

RECOMBINING SHAPES

Each of these figures can be cut once and rearranged to form a

square.
1. Decide what part should be cut and moved.
2. Draw the cut line.
3. Use an arrow to show how the part should be moved.
4. Draw the finished square on the grid of dots (show the

a oP
rearranged parts).

EXAMPLE:

A-44

A-45

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Building Thinking Skills® — Level Three Figural Figural Similarities

RECOMBINING SHAPES
”
_
E
Each of these figures can be cut once and rearranged to form a ra
<x
square. Draw the finished square on the grid of dots.
ca
=
7A
A-46 eo eee
ee eee e e

A-47 @

Pe a es e e St SW
ee e 4 oe e© © @ @ e
e ee e 4 ef} ee @
e ee | e e \.. eee aa
e ee e@ e e e@ ee e e
A-48 oo 6 te wt ww be

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 Building Thinking Skills® — Level Three Figural Figural Similarities

WHICH SHAPE COMPLETES THE SQUARE?

Circle the shape that completes the square. You may
mentally move the shape in any direction.

EXAMPLE:

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Building Thinking Skills® — Level Three Figural Figural Similarities

WHICH SHAPE COMPLETES THE SQUARE?

Circle the shape that completes the big square. You may ”
mentally move the shape in any direction. —
xa
re
<x
=
=
7

21
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inki .com ° 800-458-4849
 Building Thinking Skills® — Level Three Figural Figural Similarities

COMPLETING THE SQUARE WITH TWO SHAPES

Circle the two shapes that will fill the missing area of the big
square. You may mentally move the shapes in any direction.

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Building Thinking Skills® — Level Three Figural Figural Similarities

COMPLETING THE SQUARE WITH TWO SHAPES Y)

a
Circle the two shapes that will fill in the missing area of the big 2
square. You may mentally move the shapes in any direction. =

=
=
v)

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 Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING CONGRUENT FIGURES

Congruent figures have the same shape and size. Position or
direction does not affect congruence. Draw a line from each
figure on the left to its congruent twin on the right.

EXAMPLE:

sae
> ZN

2
A-60

A-61

vv
TAS oy
24
Yo
© 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849
Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING CONGRUENT FIGURES

Congruent figures have the same shape and size. Position or ”)
direction does not affect congruence. Draw a line from the figure —
on the left to its congruent twin on the right. E
ra
8
=
&
A-65
a

A-66

A-67

A-68

A-69

A-70

om ° 800-458-4849
25
inki
© 2007 The Critical Thinking Co.” * www.CriticalThinking.c
 Building Thinking Skills® — Level Three Figural Figural Similarities

WHICH FIGURE IS NOT CONGRUENT?

Cross out the figure that is not congruent to the first figure in
the row.

EXAMPLE:

26 © 2007 The Critical Thinking Co.™ » www.CriticalThinking.com * 800-458-4849

 Building Thinking Skills® — Level Three Figural Figural Similarities

WHICH FIGURE IS NOT CONGRUENT?

”
Cross out the figure that is not congruent to the first figure in
ma
a
the row. cc
6
=
A-75 =
7

A-76

A-77

A-78

21
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 Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING CONGRUENT PARTS

Circle the shapes that have been divided into congruent parts.
The parts might not face the same direction.

EXAMPLE:

A-79 — aw B:

C: | d. e.

r |\
\ . va
/ /
| Lf | ia

ele a g. h=

‘
\ ‘ o y
= =

| ee a —

i. j. k. ~*

y
7 ”i

28 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING CONGRUENT PARTS

Y)
Circle the shapes that have been divided into congruent parts.
He
The parts might not face the same direction.
E
oc
=

Oe
EXAMPLE: =
=
*)

aaa

6aa
El Ca)
SI:
G8: OlUa)
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
29
 Building Thinking Skills® — Level Three Figural Figural Similarities

IDENTIFYING CONGRUENT PARTS

In the following designs, some parts are congruent; some are

not. Use numbers or different colors to identify congruent parts.

EXAMPLE: A-81

A-84 A-85

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Building Thinking Skills® — Level Three Figural Figural Similarities

IDENTIFYING CONGRUENT PARTS

”
a
E
In the following designs, some parts are congruent; some are cc
not. Use numbers or different colors to identify congruent parts. <x
=
=
D
A-86

Hk
iS:
A-88

H+
A-90

31
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 Building Thinking Skills® — Level Three Figural Figural Similarities

DIVIDING SHAPES INTO CONGRUENT PARTS

These triangles may be divided into congruent parts in more
than four ways. The simplest division is to divide the figure into
two congruent triangles (as in the example below). Divide the
remaining triangles into more than two congruent parts. In each
new pattern created by division into parts, all the parts must be
congruent to one another. Do not repeat the same pattern.

EXAMPLE: UA A-92

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Building Thinking Skills® — Level Three Figural Figural Similarities

DIVIDING SHAPES INTO CONGRUENT PARTS ”

~
E
These octagons may be divided into congruent parts in more
than four ways. Divide each octagon into two or more congruent
cc
a
parts. In each new pattern created by division into parts, all the ae
parts must be congruent to one another. Do not repeat the same
=
pattern. D

33
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 Building Thinking Skills® — Level Three Figural Figural Similarities

DIVIDING SHAPES INTO CONGRUENT PARTS

These parallelograms may be divided into congruent parts in

more than six ways. Divide each parallelogram into two or more
congruent parts. In each new pattern created by division into parts,
all the parts must be congruent to one another. Do not repeat the
same pattern.

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Building Thinking Skills® — Level Three Figural Figural Similarities

CONGRUENCE AND SIMILARITY

”
~~
Two shapes are congruent if they have the same shape and E
the same size. cc
<
=
-
These two shapes are congruent. D

Ps PS
These two shapes are not congruent.

a. ee
The shapes above are similar because, although they have
different sizes, they have exactly the same shape.

Tania
All the squares above are similar (because they have the same
shape), but only the first two squares are congruent (because they
have the same shape and the same size).

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 Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING SIMILAR FIGURES

Similar figures have the same shape but different sizes. Draw a
line from each figure on the left to a similar figure on the right.

EXAMPLE:

A-95

A-96

A-97

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Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING SIMILAR FIGURES

”
a
oa
Similar figures have the same shape but different sizes. Draw a
line from each figure on the left to a similar figure on the right.
ra
a§
Use the square grid to check proportions. =
=
EXAMPLE: 7

A-102

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 Building Thinking Skills® — Level Three Figural Figural Similarities

IDENTIFYING SIMILARITY AND CONGRUENCE

Mark each figure S if it is similar to the first one. Mark it C if it

is congruent to the first one. Mark it N if it is neither.

EXAMPLE:

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 Building Thinking Skills® — Level Three Figural Figural Similarities

IDENTIFYING SIMILARITY AND CONGRUENCE

Mark each figure S if it is similar to the first one. Mark it C if it
”
=
is congruent to the first one. Mark it N if it is neither.
E
cc
A-107 ot
=
=
7

A-108

A-109

A-110

A-111

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 Building Thinking Skills®° — Level Three Figural Figural Similarities

IDENTIFYING SIMILARITY AND CONGRUENCE

Examine the triangles below. Identify pairs of congruent
triangles. Identify pairs of similar triangles.

enn ame o aie

yw ae
Which pairs of triangles are congruent?

EXAMPLE: Triangle “d” is congruent to triangle “f.”

A-112 List other congruent pairs of triangles.

Ce ssid

A-113 Which pairs of triangles are similar?

os cy en aT :

40 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com + 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Similarities

IDENTIFYING SIMILARITY AND CONGRUENCE

Y)
Examine the parallelograms below. Identify groups of _
congruent shapes. Identify pairs of similar shapes. E
oc
ft
f" — ae
=
=

PT
es b., (e.) d.
”)

ee
<=

ae
iis j. k. .

A-114 Which pairs or groups of parallelograms are congruent?

A-115 Which groups of parallelograms are similar?

4
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 Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES—ENLARGING

To produce a figure that is similar to another, the length of

each side must be multiplied by the same factor.

To enlarge a figure or pattern so that each side is twice as long,

use the dots to help count the number of units on each side of the
figure and multiply by two. Use the dot grid to mark off the length of
each side of the enlarged figure.

If the pattern is not a rectangle, then it is difficult to count units

(dots) directly. For example, the line from point A to point B
below does not pass through the dots directly. Lines AC and BC
do go through the dots exactly; therefore, the dots can be used
as a guide for measuring lengths AC and BC. If lines AC and BC
are doubled, then the line AB will also be doubled. This “triangle
rule” will help you enlarge more complicated patterns.

B
& 6 units over B

8 units up
A
: becomes
3 units over
Oe

4 units up

t e A

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Building Thinking Skills” — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES—ENLARGING

”
Use the dot grid to draw a figure with sided twice as long as the o
figure on the left. a
cc
<
. e =
ee =
° e D
A-116 @ e

ee

e e

@ e

@ e

e e

e ®

e ee

. e @
® r) e @ e e e
q @ @

A-117 e ®

: “2
fs e
9
) e j
é e e
e @ i

ry e e
,
@ @ td

) ) e r) e ® ®
¢ e e

° e

Bi ° e ey

e e

e @ e@ @ e@ e @ $ e e
{

A-118 e e ¢
e

: ° ‘ ee
|
@ D e
ee :

@ C 2 oe S
i
@ e
e e ?

® e ® ® e
sb e
e = :
e e

@ e

@ e e

43
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 Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES—ENLARGING

Use the dot grid to draw a figure with sides(twice

figure on the left. ie

A-119 ° °

A-120 °

A-121
e e C) e e ‘ btn ® @ e e e

° ° & gw yie. Ver eee << oe e ‘ e

° e eo e e e© e@© @ e@ oad °

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Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES—ENLARGING

”
To produce a figure that is similar to another, each side must a
be multiplied by the same factor. E
To enlarge a figure so that each side is one and one-half (11%) cc
<<
times as long, count the number of units on each side of
the figure and multiply by one and one-half (11%).
=
=
7
|-—— 4 —_-| Ce AR ec gn ae

4x11%2=6
2X1V2-=3

If the pattern is not a rectangle, then the “triangle rule” (see

page 42) may be used.

EXAMPLE: Second: Lay out the lengths on

the grid.

——
6 ——_

NI: ——
|
irst: Multiply
auc Peethe leng
ong ths
by 1¥2 |
Third: Draw in the remaining side
AK VY2—= 3 (shown by the dashed line).
4X1%2=6
6X1%=9

45
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Lee
 Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES—ENLARGING

Use the dot grid to draw a figure with sides one and one-half
(11%) times as long as the figure on the left.

A-122.

1a 23 oi wel ie. 6). 6 6. Se ee e© e e-~e@ e© e@© e© @ e@

% e = “ ee e e-.0e e© e@ @

® e ] e zl e e S e e™¢ )

e e ¢ ot 11. ee Pe: 5 6 e

0... 0.0... 0... ©. 0 @-__@- 4 e

e e e e @ e@
A-124 ; | ;
: e he ee e e ee e e@ e@

a ' | eo @&« e© © e © © © @ e

; ” ] e e e ® e e @ e e e

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Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES— ENLARGING

Y)
Use the dot grid to draw a figure with sides one and one-half ud
(1%) times as long as the figure on the left.
E
co
ef
=
=
”)
A-125

3 | JSS ae

A126

e®

® e e ® e e

A-127. :
e@®— ' e e@ e e e

e e
@ @ @ e ® e e e e

e ®
6 6 e e e @ e e e

e e
e eo -® e- @ @ -@ e eo 4a
sl
aa

e eS
@ e e @ tJ e @
\\e
e ®
e e e e e e ®

e @
® e e @ e ® @

e @
@ e e e e e e
‘ }ea \\,
e e e e e ® @

Oo
cant
oe
tae
Wir
e@®
@-@
-@--
-@-—
8
®e=

47
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dee
Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES—REDUCING

To reduce a figure or pattern so that each side is half as long,
count the number of units on each side of the figure and
divide by two. Use the dot grid to mark off the length of each side
of the reduced figure.
Reducing a rectangle:
eae 0

oO)

If the pattern is not a rectangle, then the “triangle rule” may be

used to reduce the size of a line drawn at an angle.
Here is an example of the “triangle rule.” Start at point A and
go upward until your pencil is in line with point B. Then go over
until your pencil is on point B. Next count the units and divide by
two. Finally, draw the reduced figure as shown below.

4 up
8 up
becomes

To reduce a figure so that each side is three-fourths (%) as

long, count the number of units on each side of the figure and
multiply by %.
4 EXAMPLE: 4x %=3:8x%%=6
-—* —_ Draw this
|
| |
0

!
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Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES— REDUCING

”
Draw a figure with sides half as long as the figure on the lett.
oe
E
Use the dot grid as a measurement guide. cc
<L
a
=
D
A-128 .. @ i e e e e e e e e

A129 | (es

A130 ®
2
® on
a
© e e e ®
oe
® e

ps e J yn r) C) @ e ® ® ®

49
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i
 Building Thinking Skills® — Level Three Figural Figura! Similarities

PRODUCING SIMILAR FIGURES—REDUCING

Draw a figure with sides half as long as the figure on the left.
Use the dot grid as a measurement guide.

A-131 — oe

A132. ; 2) ee ae

oe 5 ae ee

A-133 .

pas eS arena

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 Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES—REDUCING

”
Draw a figure with sides three-fourths as long as the figure on Us
the left. Use the dot grid as a measurement guide. E
cc
>§
=
=
7
A-1 34 ®

A-1 35 e e e r i e e e e@

e e he oa . > e .e “e «6
e

A-1 36 2 e e ® e e @ e

51
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i
 Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES— REDUCING

Draw a figure with sides three-fourths as long as the figure on |
the left. Use the dot grid as a measurement guide.

e e eee ee e@ e e e@ pr--0——e___© _e —e-~—_9 ee -6

A-137 . ° er ro ae oiaetse

e e ie ale Pte a rs a Pea ia

e e e e e e@ © e e@ © @ eee a re

A-138 . ; |
: z i eer ae
° P ee ee, ee

- z No Ge. Wes me Te: Fay te Se: Marte

e m e © © © © © © © ew

39 e > , e e e e 6 e e e e ;
A-1

® e e e e ® e e ® e °
® e
, 2 € Se Ser we te: Ge we: ce: te Ke $

ote ce. Fe: Ge “Ve “e ¢e %e “ese ‘eo

e e
D en @e: Senute “ede “ev ke Ye %
e ®
ee © e © e e he e 6 r
e ®
- é ee eee ee © e© e e@ ¢

P P eo e e e e© © e@ e e @ 6

6 e e© e© e© e© e e eo e@ @&
A ° gu |
bowG" 9 he te te Ke te te hie
2 e ) ® * ® ® ® r) ® ® 7

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Building Thinking Skills® — Level Three Figural
Figural Similarities

IDENTIFYING ENLARGEMENT AND REDUCTION

Compare figure B to figure A. Decide whether figure B has ”
been enlarged or reduced and by what factor. oa
ss
cc
EXAMPLE: a§
=
-
7

Each side of figure B has been __enlarged _to

1'/,__ times as long.

A-140 -

A. B.

pds to
Each side of figure B has been
pS times aslong:

A-141 j

A. ; B.

Each side of figure B has been

“\ times as long.
849
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Building Thinking Skills® — Level Three Figural Figural Similarities

IDENTIFYING ENLARGEMENT AND REDUCTION

Compare figure B to figure A. Decide whether figure B has
been enlarged or reduced and by what factor.

END 8 PEAY
A-142

Each side of figure B has been __2“%"___to

__4 __ times as long.

A-143

Each side of figure B has been __/““<ee”_to

___<# _ times as long.
A-144

ae oy B. .

Each side of figure B has been___2”'*"9""_ to

€ times as long.
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 Building Thinking Skills® — Level Three Figural
Figural Similarities

IDENTIFYING ENLARGEMENT AND REDUCTION

“”)
Compare figure B to figure A. Decide whether figure B has Lu
been enlarged or reduced and by what factor. -
o
e e
<
—_!

: =
A-145 ”

Each side of figure B has been

‘L times as long.
A-146 Mao *

A. B. :

Each side of figure B has been Eri to

___Ls times as long.g
A-147

A. B. -

Each side of figure B has been __@#! __to

7?‘!" _ times as long.
849 216)
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 Building Thinking Skills® — Level Three Figural Figural Similarities

USING LARGER GRIDS TO ENLARGE FIGURES

You have practiced enlarging figures by multiplying the length

of sides by an enlargement factor. For this activity you used a
grid having the same units.
You can also enlarge a figure by drawing the figure on the
corresponding dots of a grid having units twice as large.
Enlarge the figure below by matching points on the small grid
with points on the large grid.

EXAMPLE: /|\
e e 7. \ e © ° ®

es
e /e
/ |
\\ e e e ®

7 | \
a
/
7 £ ae iea a
\ e e e

ee — —» — — i —_—— e — —e— — —o e
Ne —a

Se oe ae
e Woes fee ~ e e @

A-148 Japa,said tae

} 4

© / e e ® \ e

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Building Thinking Skills® — Level Three Figural Figural Similarities

USING LARGER GRIDS TO ENLARGE FIGURES

”
Us
Ee
Enlarge each figure by matching points on the small grid with
re
points on the large grid. <
=
-A-149 ane ae =
7
e e A

e e Pe

e e e

e —e
o

% ‘ "
5 Je
;
© e e
i

|
I e P
; | - =
e e e
6 < e
e e ) e e
e @

e e e
o 4 =

NG
i s
:
f
—
*. bs
fo 4
| iB if
e ® ® a

57
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 Building Thinking Skills® — Level Three Figural Figural Similarities

USING SMALLER GRIDS TO REDUCE FIGURES

Reduce the figures by matching points on the large grid with

points on the small grid.

EXAMPLE:

: : ee aa
a: | emt ae

tee.
e e s Pes

7 e
MOE! ~ b

ee ee

A-151

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Building Thinking Skills® — Level Three Figural Figural Similarities

USING SMALLER GRIDS TO REDUCE FIGURES ”

ro
Reduce the figures by matching points on the large grid with E
points on the small grid. cc
8
oa
-
A-152 D

59
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 Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING LINES OF SYMMETRY

A figure has a line of symmetry if it can be folded so that the

A ok
two sides are congruent (exactly alike). Examine these figures
and circle yes if the arrow is a line of symmetry, or no if it is not.

A-154

LE:

(Yes)no YES ( YES) NO

YES NO. YES NO, YES NO

e f. g.

YES NO YES NO YES NO

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 Building Thinking Skills® — Level Three Figural
Figural Similarities

RECOGNIZING LINES OF SYMMETRY

A figure has a line of symmetry if it can be folded so that the
”
a
two sides are congruent (exactly alike). Examine these figures E
and circle yes if the arrow is a line of symmetry, or no if it is not. re
=§

AY
=
=
A-155 7

YES NO YES NO YES NO

d S f

YES NO YES NO YES NO

g h.

YES NO YES NO YES NO

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 Building Thinking Skills® — Level Three Figural Figural Similarities

DRAWING LINES OF SYMMETRY

Divide these figures into symmetrical (congruent) parts. If the

figure has been divided correctly, corresponding points on either
side of the figure should be the same distance from the line of
symmetry. Count the dots to be sure that the line of symmetry is
in the correct position.
Cross out any figure that does not have a line of symmetry.

EXAMPLE:

So |= an ee we inate adeoe

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 Building Thinking Skills® — Level Three Figural Figural Similarities

DRAWING LINES OF SYMMETRY

Divide these figures into symmetrical (congruent) parts. If the

figure has been divided correctly, corresponding points on either
side of the figure should be the same distance from the line of
symmetry. Count the dots to be sure that the line of symmetry is
in the correct position.
Cross out any figure that does not have a line of symmetry.

a. b. C.
A-157

d e. f

g h. I

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 Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SYMMETRICAL FIGURES

In the last exercise, you could test for symmetry by counting an
equal number of dots on each side of the line of symmetry. Use the
same principle to draw the symmetrical (congruent) half of each of
these figures.

EXAMPLE:

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Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SYMMETRICAL FIGURES

In the last exercise, you could test for symmetry by counting an
equal number of dots on each side of the line of symmetry. Use the
same principle to draw the symmetrical (congruent) half of each of
these figures.

A-163 A-164

eS | :
ry ° @ e e e 6 @ e
o—-«

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 Building Thinking Skills® — Level Three Figural Figural Similarities

DRAWING MULTIPLE LINES OF SYMMETRY

Figures can have more than one line of
D) symmetry. An equilateral triangle has three.

On the following figures, draw all the lines

of symmetry that you can find. Number the
3 lines. Cross out any figure that has no lines
of symmetry.

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 Building Thinking Skills® — Level Three Figural Figural Similarities

DRAWING MULTIPLE LINES OF SYMMETRY ”

oa
E
re
Draw all the lines of symmetry that you can find on the figures
below. Number the lines. Cross out any figure that has no line of =
symmetry. =
D
A-170

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 Building Thinking Skills® — Level Three Figural Figural Similarities

COVERING A SURFACE
Draw the pattern on the dot grid as many times as needed to cover
the whole grid. There should be no empty space left in the grid and
no overlapping shapes.

A-171

Pattern

A-172

Pattern

In mathematics, the repeated use of polygons to completely fill a

surface without gaps or overlapping is called a tessellation.

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Building Thinking Skills® — Level Three Figural Figural Similarities

COVERING A SURFACE iH
Lu
Draw the pattern on the dot grid as many times as needed to cover a
the whole grid. There should be no empty space left in the grid and re
no overlapping. This process is called a tessellation. <
=

A-173 =
”

Pattern

A-174

Pattern

A-175

Pattern

69
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 Building Thinking Skills® — Level Three Figural Figural Similarities

COVERING A SURFACE

Draw the pattern on the dot grid as many times as needed to

cover the whole grid. There should be no empty space left in the
grid and no overlapping shapes.

A-176

Pattern

A-177

Pattern

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Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES BY TESSELLATION

~~)
Lu
Some shapes can be repeated (tessellated) to form a larger a
pattern of the same shape. Some cannot. Draw the larger pattern aa
that can be made by tessellating the following shapes. Cross out 4
any shape that cannot be tessellated to form a similar pattern. =
=
a *)
EXAMPLE: J \
/ \
/ x

This small can be tessellated a 2

equilateral to form this similar me
triangle equilateral triangle. YES nao yes ‘

A-178

| A
A-180
@ ® ® e ® e e e e\ e@

e no e ® s 3 e

e e ° @ 2 € e e e e

at
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Building Thinking Skills® — Level Three Figural Figural Similarities

PRODUCING SIMILAR FIGURES BY TESSELLATION

Draw the larger pattern that can be made by tessellating the

following shapes. Cross out any shapes that cannot be tessellated
to form a similar pattern.

A-181

e e e e e e * e

e ~~ e e e e e e e
~\
~

e e ‘Ne e ® e e e

e ‘ e e ‘e e e e e

e e e e e e ® e

e e ® ® e e e e
io

e oor o_o 0 9 __0—_ 5

rere x
of tb. fe st es te). ete eee
A ee ee ee ee ee
o.liso se a) cel) eae ire: cet re
aes ORT ee eee ree
° e /e e e e 2 © e e

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Building Thinking Skills® — Level Three Figural Figural Similarities

DRAWING TESSELLATING PATTERNS

”
Some figures can be filled by tessellating (repeating) shapes. vo
E
Determine whether the following shapes will tessellate to form a
hexagon.
cc
a§
—
=
a
A-185 Is it possible to fill a
hexagon with equilateral
triangles?

Vee AE We
If so, draw the tessellation
and tell how many triangles
are needed to fill it.
&
How many?
If not, explain why not.

A-186 Is it possible to fill a

hexagon with right
triangles?

Yes ~ No
If so, draw the tessellation
and tell how many triangles
are needed to fill it.
How many? A”
If not, explain why not.

18
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Building Thinking Skills® — Level Three Figural Figural Similarities

DRAWING TESSELLATING PATTERNS

Some figures can be filled by tessellating shapes. Determine
whether the following shapes will tessellate to form a hexagon.

A-187 Is it possible to fill a

hexagon with diamond
shaped figures?
Pd
Yes ~ aNlowe.=
If so, draw the tessellation
and tell how many diamond
shapes are needed to fill it.

How many? 2
If not, explain why not.

A-188 Is it possible to fill a

hexagon with squares?
mes No_~ | |
If so, draw the tessellation
and tell how many squares /
are needed to fill it.

How many? Z
If not, explain why not.

A-189 Is it possible to fill a

hexagon with hexagons?
Yes No °*
If so, draw the tessellation
and tell how many hexagons
are needed to fill it.
How many?
If not, explain why not.

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Building Thinking Skills® — Level Three Figural Figural Similarities

POLYOMINOES
Polyominoes are formed by congruent squares placed next to
”
each other so that their entire sides coincide.
=
E
rs
=§
—
NUMBER NAME EXAMPLES =
HD
1 Monomino a

3 Trominoes

oo} coe
15
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Building Thinking Skills® — Level Three Figural Figural Similarities

POLYOMINOES

A-190 Cover this surface with two pairs of trominoes.

A-191 Cover this surface with three different pairs of tetrominoes.

A-192 Cover this surface with three different pairs of tetrominoes.

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Building Thinking Skills® — Level Three Figural Figural Similarities

POLYOMINOES ”
Pentominoes are patterns of five congruent squares placed
_
a
next to each other so that their entire sides coincide. cc
<
=
=
A-193 On the dot grid below, draw as many different pentomino 7
patterns as you can form.
_How many different pentomino Patterns can you form?

ay | ‘
}

|;

; ;
|
| ‘ ||
{

nh

ue
|| | ¢

“ ot.

‘cuneate
°e———
:_2S
}

TH
aces
[———
see
ee
————-¢-
es
9
4 to

| wie
ies
.ee
ene
meee,
ate
‘

eS e eo e e
{

i
e e ee e et
i A

i i
if {

@ 8 e . @ * 2 e
— e ak a |

ny
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Building Thinking Skills® — Level Three Figural Figural Similarities

POLYOMINOES

A-194 Cover this surface with any combination of pentominoes.

Try to use as many different pentominoes as you can.

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Building Thinking Skills® — Level Three Figural Figural Similarities

HOW MANY CUBES MAKE UP THE SOLID? *)

Lu
On the blank beside each solid, write the number of cubes that =
make up the solid. =
—
EXAMPLE: A-195 =
ep)
a.

; ina

b. C.

d. e.

2 J

. at}
| aa

h. i.
Loe

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 Building Thinking Skills® — Level Three Figural Figural Similarities

HOW MANY CUBES MAKE UP THE SOLID?

Write the number of cubes that make up each solid.

A-196

80
ay
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Building Thinking Skills” — Level Three Figural Figural Similarities

MATCHING VOLUME ”
Draw a line from each solid on the left to a solid on the right _
that contains the same number of cubes. Shapes that contain =
cc
the same number of cubes have the same volume.
<
=
~
EXAMPLE:
7

A-198

A-199 ;

A-200 a Z

849 81
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 Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING VOLUME
Draw a line from each solid on the left to a solid on the right
that contains the same number of cubes. Shapes that contain
the same number of cubes have the same volume.

A-201 J

aos vo ig i

i NO =] —

A-205

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Building Thinking Skills’ — Level Three Figural Figural Similarities

RECOGNIZING VOLUME ”
Decide how many of the solids on the left are contained in the
vo
E
solid on the right. cc
=§
=
=
7

as Veo

Number of solids in the top row 7

Number of solids in the bottom row _%
Total number _ |

A-207

Number of solids in the top row

Number of solids in the bottom row
Total number _/

83
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Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING VOLUME
Decide how many of the solids on the left are contained in the
solid on the right.

A-208

Number of solids in the top row :

Number of solids in the middle row Zs

Number of solids in the bottom row _4__

Total number _(~__

A-209

Number of solids in the top row

Number of solids in the middle row S
Number of solids in the bottom row 4
Total number _ /#

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Building Thinking Skills” — Level Three Figural Figural Similarities

RECOGNIZING VOLUME ”
Decide how many of the solids on the left are contained in the a
os
solid on the right. cc
of
a
=
7
A-210

Number of solids in the top row

Number of solids in the bottom row

Total number

A-211

Number of solids in the top row

Number of solids in the middle row 2

Number of solids in the bottom row |

Total number See

85
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 Building Thinking Skills® — Level Three Figural Figural Similarities

IDENTIFYING CONGRUENT SOLIDS

In each row, circle the two solids that have the same size and
shape. Such solids are congruent.

EXAMPLE:

A-212 Ss b. C. d.

A-213 a. b. C. d.
ans

Th fe (9 [ee

5 Bee
A-214 a. b.

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Building Thinking Skills” — Level Three Figural Figural Similarities

IDENTIFYING CONGRUENT SOLIDS

”
In each row, circle the solids that have the same size and ~

S&S
shape. Such solids are congruent. E
cc
A-215 a. a
oe
-
7A

PIS
A-217

BABA
A-219 aieazad
MA FO
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Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING CONGRUENT SOLIDS

Draw a line from each solid on the left to its congruent twin on
the right.

t
EXAMPLE:

A-220

a
A-221

i
“ Bis
d.

A-223
N

| i

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Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING CONGRUENT SOLIDS

v)
—
E
Draw a line from each solid on the left to its congruent twin on x
=i
the right.
—
=
~)

/ EO
ae

oS A

89
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 Building Thinking Skills® — Level Three Figural Figural Similarities

MATCHING CONGRUENT SOLIDS

Draw a line from each solid on the left to its congruent twin on
the right.

+
Bay. 4 ee
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Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING VIEWS OF A SOLID

~)
Imagine that you are drawing a pattern to cover each face of a —
solid. [=
Top a a =

4
ae The top is 3 units by 4 units.
—
S
a The side is 2 units by 4 units. 0)
a The front is 2 units by 3 units.
ree Side “S”
ee oe
Frontier?

Which group of pattern pieces

fits each solid on the left?

EXAMPLE: a

A-235

91
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 Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING VIEWS OF A SOLID

,

Which group of pattern pieces fits each solid on the left?

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Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING VIEWS OF A SOLID

Which group of pattern pieces fits each solid on the left?
. . ”)

LL
E
ce
A-240 oF—
=
a. "

\
\

A-241

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 Building Thinking Skills® — Level Three Figural Figural Similarities

RECOGNIZING VIEWS OF A SOLID

Which group of pattern pieces fits each solid on the left?

A-245

A-246

A-247

A-248

A-249

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Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SOLIDS
”
Which two solids on the right form the solid on the left? a
a
EXAMPLE: cc

i
af,
=
a
7

Answer: 0b +d

A-250

Cc.

Answer: _&*\y

- AL
Answer: ___ 079 |

‘0
oe
A-252

1.

Answer: _\x&\
95
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 Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SOLIDS
Which two solids on the right form the solid on the left?

A-253

Answer: 0 L : pet)

Han
A-254

Answer: ore

A-255

=
iS
da +q
Answer:

7aQea
ne
A-256

f+pb
Answer:

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Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SOLIDS
”
Which two solids on the right form the solid on the left? =
E
cc
6
A-257 =
s
77
a,
Answer: _©*
b.
A-258

Gr

Answer: i"

A-259
d.

Answer: <7"
e.

PPO
A-260

f.

Answer:

97
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Building Thinking Skills® — Level Three Figural Figural Similarities

COMBINING SOLIDS
Which two solids on the right form the solid on the left?

A-261
a.

b.
Answer: _e*d

A-262

C.

Answer: ©

A-263 > d.

Answer: _ ~~

Cc.

A-264

98
Answer: ia
ie

Uj
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Building Thinking Skills® — Level Three Figural Figural Similarities

COMPLETE THE CUBE WITH ONE PIECE

”
Each cube has a piece missing. Circle the piece that will fill the cube. os
E
cc
a
a
=
7

99
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 Building Thinking Skills® — Level Three Figural Figural Similarities

COMPLETE THE CUBE WITH ONE PIECE

Each cube has a piece missing. Circle the piece that will fill the cube.

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Building Thinking Skills® — Level Three Figural Figural Similarities

COMPLETE THE CUBE WITH ONE PIECE

”
Each cube has a piece missing. Circle the piece that will fill the cube. —
a
ra
—f
3
-
7A

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 Building Thinking Skills® — Level Three Figural Figural Similarities

COMPLETE THE CUBE WITH ONE PIECE

Each cube has a piece missing. Circle the piece that will fill the cube.

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 Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SELECT

Examine the three figures in each row to determine a sequence

of change. Select the figure from the choice box that continues
the sequence. Write the letter for the next figure on the line.

HBR
EXAMPLE: CHOICE BOX

OHH.
88)oN

:
i
SEQ

103
4849
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 Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SELECT

Select the figure from the choice box that continues the
sequence. Write the letter for the next figure on the line.

CHOICE BOX

NAA.

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Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SELECT

Select the figure from the choice box that continues the
sequence. Write the letter for the next figure on the line.

CHOICE BOX

wh

A
DA
YP
105
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 Building Thinking Skills®° — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SUPPLY PATTERN

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Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SUPPLY PATTERN

Draw the details in the fourth figure in each row as it should

appear to continue each sequence.

B-21

B-22 ty
6)
Z
TT
>
6)
uJ
7)
B-23

B-24

B-25

107
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 Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SUPPLY PATTERN

Draw the details in the blank figure in each row as it should

appear to continue the sequence.

VX
B-26

B-27

B-28

rAd
B-29

108
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Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SUPPLY

Draw the fourth figure as it should appear to continue each sequence.

ip sana
B-31

OV cay
e e e e e e e e
B-32

on eee
co FA EGE Baitirirlt::
B-35 @ e e e e e e e

109
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 Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SUPPLY
On the grid, draw the group of figures that continues the
sequence.

EXAMPLE:
ATC
[SADINGG oa
DIreOre 94

B-36

A AAOOA
NAT AAO
OPA V9
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 Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SUPPLY
On the grid, draw the group of figures that continues the
sequence.

OAM GLUES
B-37

MaAabaNod
sleter Sz
“”)
Lu
So)
=
Lu
=)
6
Lu
Ly
SAL
i: Eaahs
= BS)
a Ease 7)

OOOOAAA
B-38

AAAOOCOO
OUHAAALO
111
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 Building Thinking Skills® — Level Three Figural Figural Sequences

SEQUENCE OF FIGURES—SUPPLY
On the grid, draw the group of figures that continues the
sequence.

“TOOOOAAMNO
AOOOOODA
oOAADOO 9S
LIOOOETAAT
AGRON ON ENG 4G
DOD AGB@-9
Ao Aoouoou

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Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING FIGURES—FIND THE EXCEPTION

| Turn each figure in the direction of the arrow. Cross out the
figure in each row that you cannot get by rotating the first one.

|
ay
B-41 (toed 2

o>
B-42 /,a

a
B-43 eas

ily a. \ b. c. d.

xX MXR
113
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 Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING FIGURES—FIND THE EXCEPTION

Turn each figure in the directior,of the arrow. Cross out the
figure in each row that you cannot get by rotating the first one.

elste
ABaA
B-45

B-46

re eo
B-48

abd4
B-49

Sineant
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Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING FIGURES—SUPPLY
Draw each figure as it should appear after it has been rotated
one position in the direction of the arrows.

EXAMPLE: BS >

ANS) 21. ~
LU
(S)
za
B-50 =
Go
LLU
dp)

B-51

B-52

dd'5
4849
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 Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING FIGURES— SUPPLY

Draw each figure as it should appear after it has been rotated
one position in the direction of the arrows.

\
F |e jis
B-53

B-54

B-55

B-56

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Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING FIGURES—SUPPLY

B-57 Draw how the hexagon will look when it has been rotated
two positions to the left.

B-58 Draw how the hexagon will look when it has been rotated
three positions to the right. )
Lu
6)
=
Lu
=)
oO
Lu
”)

B-59 Draw how the hexagon will look when it has been rotated
two positions to the right.

B-60 Draw how the hexagon will look when it has been rotated
four positions to the left.

117
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 Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING FIGURES— EXPLAIN

How has figure “a” been rotated to produce figure “b”?

EXAMPLE:

a. b.

The square has been rotated

one position to the right.

a. b.
B-61 Clakuise ~ 1

Canter - I

a. b.

: oD Ce) a

a. b.

_ ae e") zs

“ (~) S) <n

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Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING FIGURES—EXPLAIN

How has figure “a” been rotated to produce figure “b”?

B-65

”)
Lu
B-66 So)
=
Lu
Chuat ea -2

oe
6
Lu
)

B-67

Clock - &
B-68

B-69

Eb
OOP
O-OrP>-[3-P
119
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PRODUCING SINGLE REFLECTIONS

A reflection is the appearance of a figure after it has been
flipped. The axis is the line along which it has been flipped.
Draw what each figure will look like after it has been flipped
along the axis indicated by the dotted line.
EXAMPLE:

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Building Thinking Skills® — Level Three Figural Figural Sequences

PRODUCING SINGLE REFLECTIONS

Draw what each figure will look like after it has been flipped
along the axis indicated by the dotted line.

EXAMPLE: B-80
7 7 N
7 4 N
Z 7 N

7 7
a2 rc
1)
Lu
Ss)
=
Lu
=|
oO
Lu
“”)

121
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 Building Thinking Skills® — Level Three Figural Figural Sequences

MULTIPLE REFLECTIONS—SUPPLY
Figures may be reflected more than once along the vertical,
horizontal, or diagonal axes.

THREE REFLECTIONS ABOUT VERTICAL AXES

ic
Vly

HORIZONTAL AXES

MULTIPLE REFLECTIONS ALONG DIAGONALS

MIXED DIAGONAL REFLECTIONS

Us hres
y, N
é \

WwW
4
Zi \
P, ~
y, \
NG
7
4

Jf
|.”

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Building Thinking Skills” — Level Three Figural Figural Sequences

MULTIPLE REFLECTIONS—SUPPLY
Shade in each figure as it would appear after it has been
reflected along each axis in the indicated order.

\ ‘
B-84 ~ Oe
S <
\ \
< ~<
X Se
ne Ss

7 4 ul
B-85 J 7 >
y7 Yi / Lu
V7. ag =
/ : 6]
LU
~)

B-86
R y ze \ <
7 \
we SS.
a ~
YE NN
wi ~

. Pi
N 7
Ve
N y
\ y
Q 7
& 7
~_ a

9 123
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 Building Thinking Skills® — Level Three Figural Figural Sequences

MULTIPLE REFLECTIONS—SUPPLY
Shade in each figure as it should appear after it has been
reflected along each axis in the order indicated.

B-88

B-89

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Building Thinking Skills® — Level Three Figural Figural Sequences

MULTIPLE REFLECTIONS— SUPPLY

Shade in each figure as it should appear after it has been
reflected along each axis in the order indicated.

Y)
Lu
O
=
Lu
2
oO
mT)
7)

125
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 Building Thinking Skills® — Level Three Figural Figural Sequences

MULTIPLE REFLECTIONS—SUPPLY
Shade in each figure as it should appear after it has been
reflected along each axis in the order indicated.

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Building Thinking Skills® — Level Three Figural Figural Sequences

MULTIPLE REFLECTIONS— SUPPLY

Shade each figure as it should appear after it has been

reflected along each axis in the order indicated.

B-95

SEQ

36-2 (je eee

He EOE S

Jie Clee
Duc, to De

or + =

t 4 ~ Bole BSS,

ir ly (Phe ves

127
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 Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATION AND REFLECTION—SUPPLY

Draw the figure that results from following the directions.
EXAMPLE: Rotate the figure one position to the right and then
reflect it about the vertical axis.

i / ? tin hod eo |

= | weljr Ba |
VY,
7 , |
|

|
|
| |
Step 1 (Do this Step 2 (This is the final
step mentally.) figure. You draw this.)
B-96 Reflect this figure about the vertical axis and then rotate it one
position to the right.

B-97 Reflect this figure about the horizontal axis and then rotate it one
position to the right.

B-98 Rotate this figure one position to the right and then reflect it
about the horizontal axis.

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Building Thinking Skills” — Level Three Figural Figural Sequences

ROTATION AND REFLECTION—SUPPLY

Draw the figure that results from following the directions.

B-99 Rotate the figure two positions to the right and then reflect it
about a vertical axis.

aN
B-100 Reflect this figure about a vertical axis and then rotate it two ”)
positions to the right. Lu
Se)

BS
=
Lu
=)
O
TY)
7)

B-101 Reflect this figure about the diagonal ,-“and then

rotate it two positions to the left.

aN
B-102 Rotate this figure two positions to the left and then reflect it
about the -’diagonal.

a
129
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 Building Thinking Skills® — Level Three Figural Figural Sequences

EXPLAINING ROTATION OR REFLECTION

Examine the figures below. Decide how the first figure has
been rotated or reflected to make the second one. Mark the
directions on the right to explain the change. Mark the axis V for
vertical, H for horizontal, or D for diagonal.

B-103 Rotated? Yes _«—-No _}

k Number of positions:
: Direction: Right Left —
fein Reflected? Yes__No
a Axis: Vee D
Raqz2q V. Agi ya

B-104 Rotated? Yes _~ No

Number of positions: __ 4
| Direction: Right Left
() Reflected? Yes No _.
AXiSe *Vi-3HH D

, Rotated? Yes __“ No

Se Number of positions: 7
%) 91) Direction; Righti=t<= slieft =
RINE Reflected? Yes_
OOO Axis) Ve)
No _w

B-106 Rotated?, Yes y No

Number of positions: __N
Direction: Right Left
Reflected? Yes _: No 4
AXIS aan | D

B-107 Rotated? Yes_ < No

Number of positions: |
Direction: Right_ N Left ~
Reflected? Yes “No
oa
Axis: ay H ‘D

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Building Thinking Skills® — Level Three Figural) Figural Sequences

EXPLAINING ROTATION OR REFLECTION

Mark the directions on the right to explain the change in the
figures. Mark the axis V for vertical, H for horizontal, or D for
diagonal.

B-108
[INI
Rotated? Yes__“ No
Number of positions:
Direction: Right Left _*
Reflected? Yes “ No
Axis: V H D

v)
B-109 Rotated? Yes No Lu
Number of positions: 2 So)
=
Direction: Right — Left _. Lu
Reflected? Yes __y__ No =)
Axis: V_“_H D oO
TT)
”)
Rotated? Yes _“ No
B-110
Number of positions: __ ¢
Direction: Right Left+
Reflected? Yes No
Axis: V H D

B-111 Rotated? Yes / No

Number of positions: _ 4
Direction: Right Left
Reflected? Yes ENO
Axis: V ee D

B-112 Rotated? Yes No

Number of positions:
Direction: Right Left.
Reflected? Yes NGO= sos
Axis: V_~/_H D

131
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the folded sheet on the right with the corresponding
unfolded sheet on the left. Write the correct letter on the line beisde
each unfolded sheet.

B-113 O O a.
|| O

O © Fas
oI © m\ 1 Oo

B-114
= O O C Da | Oo
O O Zo
O O LG)

B-115 |
re.
ae ®)
=e

B-116 d.
O O
ome OO Ss
a

B-117 e.

Soe)OvO® OOO

132 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the folded sheet on the right with the corresponding
unfolded sheet on the left. Write the correct letter on the line beside
each unfolded sheet.

B-118 a.

”
B-119 b O
Or it
| 5
Gre e CLu
7)

B-120 C.
@
OO
Ox Sa

B-121 d.

B-122 e.
O Se.
Oo eae bi
133
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the folded sheet on the right with the corresponding
unfolded sheet on the left. Write the correct letter on the line beside
each unfolded sheet.

B-123 y (a a. :

aE ean
a ol
Sige ae
134 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com + 800-458-4849
Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the folded sheet on the right with the corresponding
unfolded sheet on the left. Write the correct letter on the line beside
each unfolded sheet.

B-128 a.

O/

B-129 b.
ul
O
=<
Lud

(EY
{ /2)
fe,
=

”)

B-130 Cc.

ig ne, |

a penn .
849 135
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4
 Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the unfolded sheet on the right with the corresponding
folded sheet on the left. Write the correct letter on the line beside
each folded sheet.

B-133 |
ane |
(S |
Go ol

B-134 |
O7
On
ew

B-135 On
| eS Cc:

Grad
ol

B-136 O
|
l
b aul
:
Z
ee O O
O O
ee

s
B-137 | s
Oe oie
ori O O
O | ome

136 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the unfolded sheet on the right with the corresponding
folded sheet on the left. Write the correct letter on the line beside
each folded sheet.

B-138 ‘ a.

ty
B-139 R d. b. oS)
z

x 6]
LU
7)

B-140 a Cc.

B-141 e d.
OO
a O

B-142 1D e.

849 137
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the unfolded sheet on the right with the corresponding
folded sheet on the left. Write the correct letter on the line beside
each folded sheet.

B-143 | b. a.
| | :

|
_——

B-144 | a. b.
|
|
|

B-145 | € c.
|
|
an ee

B-146 | a, d.
|
|
eae

B-147 : G. e.
|
|
|

138 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com + 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SELECT
Match the unfolded sheet on the right with the corresponding
folded sheet on the left. Write the correct letter on the line beside
each folded sheet.

B-148 cl. a.
|
|
|
|

Y)
LU
B-149 ra) b. 6)
l za
| Lu

| ee

< ele en LU
oF

(ep)

B-150 Qa Cc.
|
|

a ik Cen 5a

B-151 | [ d.
|
|
lay hes

B-152 | C e.

|
|
|

139
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Building Thinking Skills®° — Level Three Figural Figural Sequences

PAPER FOLDING—SUPPLY
Here are five sheets of paper that will be folded along the
dotted line. Draw each as it will look when folded.

B-153 |
ae .®)
|
Ot ©

B-154
os
Oy We
1. |O

B-155
on me.
|
ere) | Om

B-156
Ca)
Cl
‘S; |‘S)

B-157
Sig ere.
|
O |
|

140 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING— SUPPLY

Here are four sheets of paper that will be folded along the
dotted line. Draw each as it will look when folded.

B-158 as
lO N |
ve
Y een= vy)
Lu
5)
a
B-159 =
pa: CG
ee ud
rite .£) 4
ye

B-160

B-161

849 141
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SUPPLY
Here are five sheets of paper that will be folded along the
dotted line. Draw each as it will look when folded.

B-162

°
oe
ae ° e

B-163

bike ieaul aes

B-164
os eS. fee

B-165

B-166

142 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

 Building Thinking Skills® — Level Three Figural
Figural Sequences

PAPER FOLDING—SUPPLY
Here are five sheets of paper that have been folded along the
dotted line. Draw each as it will look when unfolded.

B-167 ©)
|
|
| 00. |
e poe | e

Conte e ee SESS |

pera
e | ‘O's 5

e © ieee ® Vv”)

Cee
B-168 | eee E
ae
@) | e
eal
he, a
ae A z
-

Ol Rae e heed i oe re}

|C Cire O}

. “”
: jC g
B-169
= 5 || a |
| om =
©O@a e 9 ®

B-170 e 'e e e e

O | Ao es
| °
OOO —

B-171 | ~ .
Om e
| e e

oul ee

Oo
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849 143
Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SUPPLY
Here are four sheets of paper that have been folded along the
dotted line. Draw each as it will look when unfolded.

B-173

B-174 , eke ;
ie a es

ee ga)
So.

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Building Thinking Skills® — Level Three Figural Figural Sequences

PAPER FOLDING—SUPPLY
Here are five sheets of paper that have been folded along the
dotted line. Draw each as it will look when unfolded.

B-176 omit

eit Ws é 4
Bet ae a

Vide Rae ge. =

|ecg ae O)
ane ar Pe
ae
’ e ee ®
|

B-179 L *

wee
° if ° x ®

-_ : Ae
oe e Sune

d
|
!

49 145
© 2007 The Critical Thinking Co." * www.CriticalThinking.com ¢ 800-458-48
 Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Here are two sheets of paper with holes punched in them.
The sheets are to be folded flat along the dotted lines. How will
each sheet look after it has been folded twice? Circle the letter
above the correct answer.

CHOICE BOX

EXAMPLE:

146 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Here are two sheets of paper with holes punched in them. The
sheets are to be folded flat along the dotted lines. How will each
sheet look after it has been folded twice? Circle the letter above
the correct answer.

CHOICE BOX

Y)
Lu
Ss)
=
Lu
=)
6
Lu
”)

B-183

147
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 Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING —SELECT

Here are two sheets of paper with holes punched in them. The
sheets are to be folded flat along the dotted lines. How will each
sheet look after it has been folded twice? Circle the letter above
the correct answer.

B-184

CHOICE BOX

148 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com » 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Here are two sheets of paper that will be folded along the
dotted lines. How will each sheet look after it has been folded
twice? Circle the letter above the correct answer.

B-186 CHOICE BOX

_ ”)
Lu
S)
=
Lu
=)
6
Lu
Yn)

B-187

849 149
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 Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Match each twice-folded sheet on the right with the
corresponding sheet on the left. Write the correct answer on the
line beside each unfolded sheet.

B-188 a.

| b.
B-189

Z
222 Cc.

B-190

; d.
|

B-191 |

| e.
a

150 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Match each twice-folded sheet on the right with the
corresponding unfolded sheet on the left. Write the correct letter
on the line beside each unfolded sheet.

y < ie
ee

b.
ep)
B-193 Ue Ll
/ 6)
7 a

é =
ae S}
( ‘: 7

: Cc;
B-194

, ao \
lip ROGER

d.
B-195 x
XS
~
~
‘
vi
7
/
Ze

151
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Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Match each unfolded sheet on the right with the corresponding
twice-folded sheet on the left. Write the correct answer on the
line beside each folded sheet.

152 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Match each unfolded sheet on the right with the corresponding
twice-folded sheet on the left. Write the correct answer on the
line beside each folded sheet.

”)
Lu
S)
=
Lu
=)
B-201 es O
mT)
Y”)

153
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ee
_—E—Eeeee errr
Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Match each unfolded sheet on the right with the corresponding
twice-folded sheet on the left. Write the correct answer on the
line beside each folded sheet.

a.
B-203
= car.
|

=—_ —— a mu Ts

es b.
B-204 |
Bist
|

=.
B-205 a
C.

B-206 S| -.

| d
gle is d.
|

B-207 \ =
|
hates

154 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING—SELECT

Match each unfolded sheet on the right with the corresponding
twice-folded sheet on the left. Write the correct answer on the
line beside each folded sheet.

B-208 :

ee
2)
B-209 | Lu
S)
=
| Lu
=
oO
Lu
ae, se ”—)
B-210 | \
gg eee

B-211 |
| «9
es aes

B-212 :
|

155
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com ° 800-458-4849
 Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SELECT

Match each unfolded sheet on the right with the corresponding
twice-folded sheet on the left. Write the correct answer on the
line beside each folded sheet.

a.

' a
B-214 Data b.
Z x
z -
y ~
a A =x x 74)

B-215
ye

C.

a
Ne Y,
B-216
= WE

>. W4
of
~*~ W2 Cy
ia

156 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING—SUPPLY

The sheets of paper below are to be folded twice along the
dotted lines. Draw the four possible folded views for each sheet
on the dot grid.

EXAMPLE:

”)
Lu
O
ra
Lu
=)
\S)
Lu
7)

tor
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
 Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SUPPLY

The sheets of paper below are to be folded twice along the
dotted lines. Draw the four possible folded views for each sheet
on the dot grid.

158 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com + 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SUPPLY

The sheets of paper below are to be folded twice along the
dotted lines. Draw each sheet as it will look when folded. Draw
Only one view.

B-222

Nee

”)
B-223 SS Wa aie Lu
S)
Pe ae ary’, =
Lu
=)
So
Lu
“

B-224

Ea
AS
OA
bod
B-225

849 159
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 Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING—SUPPLY

The sheets of paper below are to be folded twice along the
dotted lines. Draw each sheet as It will look when folded. Draw
only one view.

B-226

B-227

B-228

B-229

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Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SUPPLY

Here are four sheets of paper that have been folded twice along
the dotted lines. Draw each sheet as it will look when unfolded.

B-230

e
YY)
Lu
B-231 Ss)
=
Lu
=)
6
Lu
”)

B-233

849 161
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 Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SUPPLY

Here are four sheets of paper that have been folded twice along
the dotted lines. Draw each sheet as it will look when unfolded.

B-235

B-236

B-237

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Building Thinking Skills® — Level Three Figural Figural Sequences

TWO-AXIS PAPER FOLDING— SUPPLY

Here are four sheets of paper that have been folded twice along the
dotted lines. Draw each sheet as it will look when unfolded.

B-238 af eee ak ER ie

Y)
Lu
S)
B-239 =
Lu
=)
6
uu
”

B-240 S

B-241 e/ ioe e e ® e ® @ e e@ e e 6 ) ® )

aor oo @® @ e e e e@ @ ee eee @e@ @

163
: ei 849
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PATTERN FOLDING— SELECT

Each pattern on the left is a wrapper for one of the solids on

the right. Draw a circle around the correct solid.

EXAMPLE:

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Building Thinking Skills® — Level Three Figural Figural Sequences

PATTERN FOLDING— SELECT

Each pattern on the left is a wrapper for one of the solids on
the right. Draw a circle around the correct solid.

YY)
Lu
.S)
=
Lu
=
o
Lu
”)

ee 165
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PATTERN FOLDING— SELECT

Each pattern on the left is a wrapper for one of the solids on
the right. Draw a circle around the correct solid.

166 © 2007 The Critical Thinking Co.™ « www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

PATTERN FOLDING— SELECT

Each pattern on the left is a wrapper for one of the solids on
the right. Draw a circle around the correct solid.

Y)
Lu
Ss)
=
Lu
=
So
Lu
”)

167
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PATTERN FOLDING— MATCHING

Each solid on the left can be covered by one of the wrappers
on the right. Write the letter of the matching wrapper on the line
beside each solid.

EXAMPLE:

Cc

B-249

cme avr

B-250

ae e

B-251
d.
B

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Building Thinking Skills® — Level Three Figural Figural Sequences

PATTERN FOLDING—MATCHING

Each solid on the left can be covered by one of the wrappers

on the right. Write the letter of the matching wrapper on the line
beside each solid.

B-252

Y)

L ©S
LL
a
o
B-253 Lu
”)

euere
B-254

D
—

B-255

169
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 Building Thinking Skills® — Level Three Figural Figural Sequences

PATTERN FOLDING— MATCHING

Each solid on the left can be covered by one of the wrappers

on the right. Write the letter of the matching wrapper on the line
beside each solid.

B-256 a. =

B-257 b. :

won
B-258
Cc.

AA
B-259

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Building Thinking Skills® — Level Three Figural Figural Sequences

SELECTING PATTERN PIECES

In the next exercises it is necessary to identify the size of
solids. When drawing solids, it is difficult to represent the
appearance of “depth.” Here are the rules that were followed in
drawing the solids.
Here is a picture of a cube which has sides that are four units
long (1 inch).

This line visually represents a side

four units long. Note that, in order
to show depth, this side is drawn as
the diagonal of a square having
Vira sides two units long. Y”)
Lu
(S)
ees The diagonal =
of a one-half- Lu
inch square. =)
So
Look what happens if the depth is drawn in a true inch (four
Lu
P)
units).

Put a ruler on this line

a and it measures one inch.

With a true inch in depth, the solid no longer looks like a cube.
There are many ways to give the illusion of depth. A very simple
way is to make the depth line the diagonal of a square (a line
from corner to corner). .

1 ”

2 pas The depth-representing line

for a one-inch cube is drawn
as a diagonal of a half-inch square.

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 Building Thinking Skills® — Level Three Figural Figural Sequences

SELECTING PATTERN PIECES

Examine the solid on the left. Decide which of the shapes in the
box can be used as a pattern for each of the sides of the solid.
Cross out the unused shapes. Mark the pattern pieces used with
how many are needed.

EXAMPLE:

B-260

B-261

B-262

SN
172 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
 Building Thinking Skills® — Level Three Figural Figural Sequences

SELECTING PATTERN PIECES

Examine the solid on the left. Decide which of the shapes in the
box can be used as a pattern for each of the sides of the solid.
Cross out the unused shapes. Mark the pattern pieces used with
how many are needed.

B-263

YY)
uu
So)
B-264 =
Lu
=)
©
Lu
”

B-265

B-266

849 173
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 Building Thinking Skills® — Level Three Figural Figural Sequences

MATCHING PATTERN PIECES

Examine each solid on the left. Decide which shape on the right
can be used as a pattern for each side of the
solid. Decide how many of each are needed. + |
a.

EXAMPLE:

e=2

C.

B-267 =
6 hes

rae

— i fa

a=Z
r= 23

ha anEA a
ae

b-Z

n= I.

174 © 2007 The Critical Thinking Co.” + www.CriticalThinking.com + 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

MATCHING PATTERN PIECES

Examine each solid on the left. Decide which = a.

shape on the right can be used as a pattern
for each side of the solid. Decide how many
of each are needed. b.

B-271

”)
Lu
O
=
Lu
—
.S)
Lu
”

© 2007 The Critical Thinking Co.™* www.CriticalThinking.c

inki om ° 800-458-4849
|eaee
PPP?
al

175
7
 Building Thinking Skills® — Level Three Figural Figural Sequences

PRODUCE A PATTERN

Draw a wrapper pattern for the solids on the left. Use the dot
grid as a guide. The top view has been given.

B-275 e e

B-276

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Building Thinking Skills® — Level Three Figural Figural Sequences

PRODUCE A PATTERN

Draw a wrapper pattern for the solids on the left. Use the dot
grid as a guide. The bottom view has been given.

B-277 ® e e 6 e ® e e e e e e e

”)
Lu
So)
=
Lu
=)
o
B-278 ®
Lu
6 eo e© e e e e© @ e ”
e e e e© ee e© e@® e e@

6 a a e e e

° o e e e@ eo e @

e o e ee 6 eo e e

o ¢ e@ e eee eee e e

a Sk / Bee eee ee Org ei SIRES” OOS

8 ‘ e ee eee eee e @

B-279 oe ee

(TA?
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
 Building Thinking Skills® — Level Three Figural Figural Sequences

PRODUCE A PATTERN

Draw a wrapper pattern for the solids on the left. Use the dot
grid as a guide. The bottom view has been given.

B-280

B-281 ; .

B-282 §

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 Building Thinking Skills® — Level Three Figural Figural Sequences

FOLDING CUBE PATTERNS—SELECT

Some of these patterns, when folded, will make a cube. Some

will not. Mentally fold each pattern and mark it Y if it will make a
cube, or N if it will not.

EXAMPLE: B-283 B-284 _\

VY ”)
aSocte= Lu
O
B-286 | B-287__!\ i
“ fe)
”

B-290

179
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 Building Thinking Skills® — Level Three Figural Figural Sequences

FOLDING CUBE PATTERNS—SELECT

Examine the cube. Mentally fold each pattern. Are the locations
and markings on the pattern correct to form the given cube?
Mark each pattern Y if it will form the given cube, or N if it will
not.
6 EXAMPLE:
on the
SF back
a —$—$—$ >
on the

= Ree 5 on the
bottom

180 © 2007 The Critical Thinking Co.” + www.CriticalThinking.com + 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences

FOLDING CUBE PATTERNS— SUPPLY

Examine the cube. Mentally fold each pattern. Mark each face
of the pattern with the correct number to make the given cube.

6 on the
a back

4
on the side so ae:
YY)
Lu
.S)
=
Lu
=)
So
Lu
”

800-458-4849 181
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 Building Thinking Skills® — Level Three Figural Figural Sequences

FOLDING CUBE PATTERNS—SUPPLY

Examine the cube. Mentally fold each pattern. Mark each face
of the pattern with the correct number to make the given cube.

Le
6 on the

a ——$—$
on the side i!

— 5 on the
bottom

182 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Figural Sequences
-\

ROTATING CUBES

aS
on the side

ac 5 on the
bottom
Y”)
Lu
ROTATIONS —ABOUT AN UP-DOWN LINE So)
=
Lu
Pm
oS
Va Lu
”

ey
BEFORE AFTER ROTATION

Yat

as
This second rotation is in a direction opposite to the first
rotation.

183
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Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING CUBES

ROTATIONS—ABOUT A LEFT-RIGHT LINE

BEGLOREs

atl
GS GE
ROTATIONS—ABOUT A LINE IN AND OUT OF THE FRONT
FACE

a
BEFORE AFTER

ER
ch
184 © 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING CUBES—SELECT
Examine the changes in position of the first three cubes.
Decide how the cube is rotating. Select the cube from the choice
box that shows the next position in the sequence. Circle the letter
of the correct cube.
CHOICE BOX

EXAMPLE:

Zi OY Ay MEA

SE

185
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 Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING CUBES—SELECT
Examine the changes in position of the first three cubes.
Decide how the cube is rotating. Select the cube from the choice
box that shows the next position in the sequence. Circle the letter
of the correct cube.
CHOICE BOX

B-309

EA
7) REN

B-310

UT AN PSY aa

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Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING CUBES— DESCRIBE

In each group of cubes, cubes B and C represent rotations of
cube A. Name the face described in each question.

EXAMPLE:
. What number its on
the back of cube A?

28 (ep (a
Ce? ee lee A Answer _4

. What number is on the

left face of cube C?
A B ¢
Answer _ 6
Y)
. What number Is on the Lu
back of cube B? 6)
=<
Answer _1 Lu
B-311 a
. What number is on the oO
back of cube A?
Lu
7)

Ee
a eee | Answer 4

. What number is on the

A B G bottom of cube C?
Answer

. What number is on the

back of cube C?
Answer 5
B-312

. What number is on the

left face of cube A?
a) few (275
AY (8P 12C
Answer __@

. What number is on the

A B back of cube B?
Answer t *

. What number is on the

left face of cube B?
Answer 4
187
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Building Thinking Skills® — Level Three Figural Figural Sequences

| ROTATING CUBES— DESCRIBE

In each group of figures, cubes B and C represent rotations of
cube A. Name the face described in each question.

B-313
a. What number is on the
left face of cube A?
vai J), (Lp, \ Answer—
_b. What number is on the
bottom of cube B?
A B C Answer _ =

c. What number is on the

left face of cube C?
B-314 Answer

a. What number is on the

bottom of cube B?
Answer __ @

| b. What number is on the

back of cube A?
Answer @

c. What number is on the

bottom of cube A?
B-315 Answer

a. What number is on the

| left face of cube C?

‘ab (= fr
es le Answer 4.

b. What number is on the

A B C the bottom of cube A?
Answer §

c. What number is on the

left face of cube A?
Answer &

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Building Thinking Skills® — Level Three Figural Figural Sequences

ROTATING CUBES—SUPPLY
Examine the changes in position of the first three cubes.
Decide how the cube is rotating. Mark the last cube as it should
look to continue the rotation sequence.

EXAMPLE:

2)
Lu
So)
Mark this one =
Lu
=)
B-316 O
mT)
Y)

B-317
VIE A AED 4\ ED

OZ) Le) 227

ip (3p (3.
B-318

189
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 Building Thinking Skills® — Level Three Figural Figural Sequences

\D ROTATING CUBES— SUPPLY

Examine the changes in position of the first three cubes.

Decide how the cube is rotating. Mark the last cube as it should
look to continue the rotation sequence.

B-319 /
et
LDR | “ATE
ea

of EP op
B-320

EVEL WEY,

B-321

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Building Thinking Skills® — Level Three Figural Figural Classifications

| DESCRIBING CLASSES
Circle the letter in front of each statement that is true.

EXAMPLE:

aa All the figures:

i
vie ee a. are rectangles
(b) are white
Wb c. are the same size
(d))have four sides

“A” should not be circled; there are only two rectangles in the
group.
“B” is true; all the figures are white.
“C” should not be circled; some of the figures are large and
others small.
“D” is true; all the figures do have four sides.

Each figure has:

C-1
a. three square corners
b. four sides
CO five sides
“
d. six sides zZ
e. two equal sides O :

[==

C-2 Each figure contains: <

©
a. a four-sided figure ~
b. a five-sided figure 7)
©) a six-sided figure 0)
Ad.ten lines
<
=
ae shape within a shape O
C-3 Each figure is:
a. all white
“b> half white
c. a Square
d-\a rectangle

191
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Building Thinking Skills®° — Level Three Figural Figural Classifications

DESCRIBING CLASSES
Circle the letter in front of each statement that is true.

All the figures are:

a. the same color
b. congruent
©) similar
‘d.jright triangles

Each figure:
OS a. is the same shape
— —- b. has a stripe
c. is a regular polygon”
@) has an axis of symmetry
e. has more than one axis
of symmetry

Each figure:
(@ has four sides
(b. has a right angle
C. is irregular
d..has an axis of symmetry
\ e..can be divided into two
dag, ~ congruent parts

C-7 Each figure:

a. contains a square
(-b, has two pair of parallel
cides
ae ae ea c. has six lines
d.contains a rectangle
* Aregular polygon is a many-sided figure having equal sides and
equal angles.

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Building Thinking Skills® — Level Three Figural Figural Classifications

MATCHING CLASSES
Draw lines between boxes that contain shapes that belong to
the same Class.

EXAMPLE:

”)
=<
=-
5
a
ro
“”
”
<
—l
O

193
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 Building Thinking Skills® — Level Three Figural Figural Classifications

MATCHING CLASSES
Draw lines between boxes that contain shapes that belong to
the same class.

C-12 |

C-13 Wat ys:

7 de $3]

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Building Thinking Skills® — Level Three Figural Figural Classifications

CLASSIFYING MORE THAN ONE WAY—MATCHING

Match the figure at the left to all the classes to which it can
belong. You can match the figure by one or more characteristics.

For example, ( ) can belong to class f (hexagons)

or classes b or e (white figures). Write the letters of ALL the

classes to which it can belong on the line next to each figure.

EXAMPLE:

f,b,e

2)
=
O
-
8
o
ms
Y)
”
<
=J
O
C-21

C-22

tile
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 Building Thinking Skills® — Level Three Figural Figural Classifications

'\. CLASSIFYING MORE THAN ONE WAY—MATCHING

Match each figure to all the classes to which it can belong using the
following rules. A figure does not need to belong to any class.

Rule 1: A figure doesn't have to be an exact match to a sample member of the

class to be a member of the class.
Rule 2: If the figure has a property not found in any of the sample members
of the class, then do not count it as a member of the class.
Rule 3: If all sample members share a common property, then
the figure must share that property to be a member of the class.

Class Samples

C,

C-25 — Aft -

ae ay ic

C-26 ae bol Fe,

C-27 =a. |
C+
: TARO

areas ren Bee

a LN st |
f

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Building Thinking Skills® — Level Three Figural Figural Classifications

CLASSIFYING MORE THAN ONE WAY—MATCHING

Match each figure to all the classes to which it can belong using the rules
from page 196.

Class Samples

C-30

~ —- I@®O©O
oo
oan WIOCG

“On [aaa
“”)
=
O
<
—

Oo
=
Y)
C-35 OC tee e. Y~)
<ol

i
O

=n

pee |ATS
197
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 Building Thinking Skills® — Level Three Figural Figural Classifications

CHANGING CHARACTERISTICS—SELECT
Look at each pair of figures below. In the answer column, circle
S if the characteristic is the same for both figures. Circle D if the
characteristic is different.

EXAMPLE: ANSWERS:

Size S (D)
Shape (Ss) B
Pattern S (D)
Direction S ey

C-3 8
Size S (©)
Shape S D
Pattern S) D

C-3 9 Size (9 D
Shape iS) D
Pattern So
Direction S D

C-4 0
Size Sf)
Shape Ss @O
Pattern Se)

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Building Thinking Skills® — Level Three Figural Figural Classifications

CHANGING CHARACTERISTICS—SELECT
Look at each pair of figures below. In the answer column, circle
S if the characteristic is the same for both figures. Circle D if the
characteristic is different.

C-41 ANSWERS:

Size SO
Shape (S) D
Pattern Ss (D
Direction S (D

C-42 Size S (D
Shape Sen UB.
Pattern =) 8
Direction Sou

~~)

5
OA Size S© E
| Shape (S) D QO
Pattern S .D LL
Direction SO rT)
ep)
<x
ae |
6)
C-44
Size Sea
Shape oJ D
Pattern StD

199
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 Building Thinking Skills® — Level Three Figural Figural Classifications

AV DESCRIBING CHARACTERISTICS
Examine each pair of shapes. Describe how each shape in the
pair is alike and how it is different from the other shape.

EXAMPLE:
How alike?
Both have all sides equal*
Both have all angles equal**
Equal bases

How different?
Square has four sides
Square has a greater height

C-45 How alike?

Fol Yygqo 0)

oe LP ct MAS

How different?
ee | ~~ y
titeut Sha
m7
Oy pn §
{

o6 How alike?

How different?
= {\ Gort

PA

“equilateral pars
**equiangular

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Building Thinking Skills® — Level Three Figural Figural Classifications

DESCRIBING CHARACTERISTICS
Examine each pair of shapes. Describe how each shape in the
pair is alike and how it is different from the other shape.

C-47 How alike?

LZ RaT Ane),

How different?

C-48 How alike?

as How different? cy
za
Ss “A: G7. 2)

-
<q
0
-.
C-49 How alike? y”)

4 Sate, O

How different?

£ ,
“A Gree
eIGI ON
K

201
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 Building Thinking Skills® — Level Three Figural Figural Classifications

CHANGING CHARACTERISTICS—SUPPLY
Look at the figure on the left. Read the directions and then
draw another figure with the characteristics described in the
directions.

EXAMPLE: <1 ANSWERS:

Directions
Keep the shape and
pattern the same.
Decrease the size.

C-50 . .
Directions L }

Keep the shape and AE OWN T

pattern the same. Sai wee ea
Increase the size. e 8 8 #64

a Directions o 8 6

Keep the size and

shape the same.
Reverse the pattern.

(2
=F)
C-52 Directions

Keep the size, shape, PAR Me 4

and pattern the same. poe ee ee
Change the direction. Cee @a tae te

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 Building Thinking Skills® — Level Three Figural Figural Classifications

CHANGING CHARACTERISTICS—SUPPLY
Look at the figure on the left. Read the directions and then
draw another figure with the characteristics described in the
directions.

C-53 Directions eee RI ee

Keep the shape and a oe ie
pattern the same. coe wy a
Increase size and eS ae
rotate one position re
to the right. e e ° © e ° J

C-54 Directions a
Keep the sizethesame. °° * * "°° °
Reflect about the - oi} im:
vertical axis and --\ Be: -
reverse the pattern. oe ae , -

e e e e e e e dp)

e e e e e =

C-55 Directions cee of\e ew _

Keep the size the same. °° ° f Ee =
Reflect about the " *° ey ’
horizontal axis and " * At a °° Ey
| reverse the pattern. : “tf tos * Bere
‘ SA, x
e e e e e e e e a

O
C-56 Directions te og ee ee
s s n e e e e e

Keep the shape and eet eee Oo ee

pattern the same. ;? ae 1
. Reduce the size and il aero, te ae ee
rotate one position as So :
to the left. . EE :

203
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 Building Thinking Skills® — Level Three Figural Figural Classifications

DRAW ANOTHER
For each group below, draw another figure with the same
characteristics. |
|
den

C-57 a ee eee

C-58 eeee ee

ee, \0) ce) Fens

C-59

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Building Thinking Skills® — Level Three Figural Figural Classifications

DRAW ANOTHER
For each group below, draw another figure with the same
characteristics.

C-60 ae J Ss

ei Set ots ak ence oe ee

aa i Oe ee

oie eee 8) ei” 8. eee ee ae

ao vem 1) ) Sf )

6-62 i oni! aes |.

ee
> ele b&b © © ec wo oe |
5

205
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 Building Thinking Skills® — Level Three Figural Figural Classifications

DRAW ANOTHER
For each group below, draw another figure with the same
characteristics.

C-63 e e e e e e © @ e e

C-64 SE Ct Pere ee

C-65 e ry e ® 6 ° e ° e °

V3 o e ° ° ® e ° e

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Building Thinking Skills® — Level Three Figural Figural Classifications

DRAW ANOTHER
For each group below, draw another figure with the same
characteristics. —-

e e @

-e————<@
o>

© e

”)
Z
O
Jan
<
)
—
OD
“)
<al
)

207
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 Building Thinking Skills® — Level Three Figural Figural Classifications

CLASSIFYING BY PATTERN—SORTING
Sort this collection of figures by pattern. Below each figure is a
number. Put the number for each figure in the correct sorting
box. The sorting boxes each contain an example to show the
kind of pattern that belongs in the box.

C-70

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Building Thinking Skills® — Level Three Figural Figural Classifications

CLASSIFYING MORE THAN ONE WAY—SORTING

Sort this collection by putting the number for each figure in the
correct classification box. Each of the figures can be classified
more than one way, and you will need to use all the numbers
more than once.
yoo

INCIRCUES I | HEXAGONS |

C-71

”
2
O
_
<
2)
—
D
%
<a_i
STRIPED HALF WHITE
)

209
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 Building Thinking Skills® — Level Three Figural Figural Classifications

CLASSIFYING BY SHAPE—SORTING
Sort this collection of figures by shape. Below each figure is a
number. Put the figure number or draw each figure in the correct
sorting box.

These figures are These figures are

polygons. not polygons.

POLYGONS NOT POLYGONS

1247 @7F Su BOW

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Building Thinking Skills® — Level Three Figural Figural Classifications

CLASSIFYING BY SHAPE—SORTING
Examine the same collection of figures and sort them
according to whether they are symmetrical or not symmetrical.
ae the figure number or draw the figure in the correct sorting
OX.

C-73

”
Z
<)
jm

Symmetrical Not Symmetrical <

O
ee
7
“)
of
wal
O

211
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 Building Thinking Skills® — Level Three Figural Figural Classifications

CLASSIFYING BY SHAPE—SORTING
Examine the same collection of figures and sort them into
classes and subclasses. Decide on the characteristic for the first
stage of classification. Label the sorting boxes and sort the
figures accordingly. Then subdivide each class into subclasses.
Label the sorting boxes and sort each subclass accordingly. Put
the figure number or draw each figure in the correct sorting box.

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Building Thinking Skills® — Level Three Figural Figural Classifications

DISCOVERING CLASSES
Examine this collection of figures. Decide how to divide this
group into two classes. Label the classes and put the number for
each figure in the correct sorting box. All the figures must be
used.

C-75

”)
=
S)
-
<
©
—
”
2)
a
al
O

213
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 Building Thinking Skills® — Level Three Figural Figural Classifications

DISCOVERING CLASSES
Examine this collection of figures again. Find another
characteristic by which this group can be divided into two
groups. Label the classes and put the number for each figure in
the correct sorting box.

C-76

13

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Building Thinking Skills® — Level Three Figural Figural Classifications
DISCOVERING CLASSES
You have sorted this collection of figures by two characteristics.
To organize the figures by both characteristics, select one of the
characteristics and sort the figures into two classes. Divide each
class into two subclasses. Label the classes and put the number
for each figure in the correct sorting box.

C-77

”)
=<
o=
<
a
4
Y)
”)
<
—
O

Pais)
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 Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—INTERSECTIONS
An overlapping classes diagram (called a Venn diagram) can
be used to show the relationship between two classes if some,
but not all, of the characteristics are shared by both classes.
Recall that a regular polygon's sides all have the same length.

BLACK SHAPES REGULAR POLYGONS

O - outside

Where do each of the following shapes belong?

(Answer A, B, I, or O. “A” stands for black shape, “B” stands for
regular polygon, “I” stands for intersection, and “O” stands for
outside.)

EXAMPLE

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 Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—INTERSECTIONS
An overlapping classes diagram (called a Venn diagram) can
be used to show the relationship between two classes if some,
but not all, of the characteristics are shared by both classes.

CIRCLE A CIRCLE B

O - outside

L\
JN
/&

2)
C-86 Circle A contains the class ioe eee é Bi cans CSa ee ae eT =
fo)
C-87 Circle B contains the class _
<
C-88 The intersection contains the class
©
Where do each of the following shapes belong? =
(Answer A, B, I, or O. “A” stands for circle A, “B” stands for Y”)
”
circle B, “I” stands for intersection, and “O” stands for outside.) =§
C-90
i
O

217
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 Building Thinking Skills® — Level Three Figural Figural Classifications

| ES OVERLAPPING CLASSES—INTERSECTIONS
An overlapping classes diagram (called a Venn diagram) can
be used to show the relationship between two classes if some,
but not all, of the characteristics are shared by both classes.
Examine this Venn diagram. From the location of the figures,
determine the characteristics of each class.

CIRCLE A CIRCLE B

qp O - outside

C-95 Circle A contains the class

C-96 Circle B contains the class

Where do each of the following shapes belong?

(Answer A, B, I, or O. “A” stands for circle A, “B” stands for circle

B, “I” stands for intersection, and “O” stands for outside.)

C-97 C-98 C-99

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Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—INTERSECTIONS
It is possible to classify figures by a characteristic that they do
not have, such as “not striped” and “not regular polygons.”
Recall that a regular polygon’s sides all have the same length.

NORoTRIPED NOT REGULAR POLYGONS

Where do each of the following shapes belong?

(Answer A, B, I, or O. “A” stands for not striped, “B” stands for =

not regular polygon, “I” stands for intersection, and “O” re)
stands for outside.) ay
<{
Oo
C-103 C-104 C-105 LL.
*)
”

Hill <>
|
:
wal
O

faz [a] [72

C-106 C-107 C-108

219
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 Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—INTERSECTIONS
An overlapping classes diagram (called a Venn diagram) can
be used to show the relationship between classes if some, but not
all, of the characteristics are shared by two or three classes.

SQUARE |

Darken the region of each small Venn diagram in which each

figure fits.

EXAMPLE: C-109 C-110

ae,
C-111 C-112 C-113

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Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES— INTERSECTIONS

An overlapping classes diagram (called a Venn diagram) can
be used to show the relationship between classes if some, but not
all, of the characteristics are shared by two or three classes.

Darken the region of each small Venn diagram in which each

figure belongs.

CLA

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 Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—INTERSECTIONS
Examine the Venn diagram. From the location of the figures,
determine the characteristics of each class. Label each circle.
2
a,

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Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—INTERSECTIONS
Examine the Venn diagram. From the location of the figures,
determine the characteristics of each class. Label each circle. ~~

oie = C-131

(Sa
C-132_ Ou
Darken the region of each small Venn diagram in which each
figure belongs.

CLA

223
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Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—INTERSECTIONS

HEXAGONS
¢ ap
N=

Darken the region described for each of the small Venn

diagrams below.

EXAMPLE: C-146
Small, black large, black
squares rectangles

C-142 C-147
large, white small, white
hexagons hexagons

C-143 “C2148.
black large
hexagons hexagons

C-144 C-149
large, white large, black
triangles hexagons

C-145 C-150
small, black large, black
hexagons figures

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Building Thinking Skills” — Level Three Figural Figural Classifications

OVERLAPPING CIRCLES—INTERSECTIONS
An overlapping classes diagram (called a Venn diagram) can be
used to show relationships between or among classes if some, but
not all, of the characteristics are shared by two or three classes. It
is possible to classify figures by a characteristic they do not have,
such as “not square” or “not white.”

NOT
SQUARE

Darken the region described for each of the small Venn

diagrams below.

”)
=
O
=
<<
—
oo
Y”)
9)
<<
i
O

225
inki
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 Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES— MATRIX

A matrix diagram can be used to organize a group of objects to
describe their characteristics in more than one way. All the
objects in a row must have the same characteristic, and all the
objects in a column must have another characteristic.

CY Note: Rows go across and columns go up and down.

In each box of the matrix, a figure shares two characteristics.

For example, in the first matrix the characteristics are pattern
and direction. One characteristic will be true of all the figures in a
row; the other characteristic will be true of all the figures in a
column.

Using the clue figures, decide which characteristic must be

true of each row and which characteristic must be true of each
column. Complete each matrix.

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Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES— MATRIX

Complete each matrix.

C-162

C-163

CLAS

| # y H

| a=.)

227
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 Building Thinking Skills® — Level Three Figural Figural Classifications

OVERLAPPING CLASSES—
MATRIX

Complete each matrix.

C-165

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Building Thinking Skills® — Level Three Figural Figural Classifications

DEDUCE THE CLASS

In the next group of exercises, you will continue to classify
figures, but now you must determine the characteristics of the
class. Look at the figures that belong to the class. Look at the
figures that do not belong to that class.

By looking at the sample figures for each problem, decide what

is true of the members of the group or class. You may wish to
look at the number of straight lines and the number of curved
lines in each figure.

After you have decided (deduced) the characteristics of the

class, decide whether other figures belong to that class.

HERE ARE THE STEPS:

1. Carefully study the figures.

2. Decide (deduce) what the characteristics of the class are by 2)
asking yourself these questions: =
O
How are the figures in the class alike? =
<
How are the figures that are not in the class different from oe
those that are in the class? a
2)
3. Look at the figures in the questions and decide if they belong “”
in the class. =
a
O

229
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 Building Thinking Skills® — Level Three Figural Figural Classifications

DEDUCE THE CLASS

\0 “BITRIS”
Use the six clue figures to deduce what a “bitri” is.

These figures are These figures are

bitris. not bitris.

For each of the following figures, answer Yes or No on the line

beside each figure.

Are these figures bitris?

EXAMPLE: pane

ALN Answer Bebee ee! ~ As

C-167
C-168

ae at WY =... 2
C-170
C-169

/\S Answer _“S wa Answer As

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Building Thinking Skills” — Level Three Figural Figural Classifications

DEDUCE THE CLASS

“BIQUADS”
Use the six clue figures to deduce what a “biquad” is.

These figures are These figures are

biquads. not biquads.

For each of the following figures, answer Yes or No on the line

beside each figure.

Are these figures biquads?

C-171 C-172
2O
fame

aS Answer _\ moe Answer _

a Sa
O
O
Lu

- C-174
D
C-173 =
O

Answer _*\ TaN Answer

C-175 C-176

mie Answer _) ey es
231
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 Building Thinking Skills® — Level Three Figural Figural Classifications

DEDUCE THE CLASS

“BILINCIRCS”
Use the five clue figures to deduce what a “bilincirc” is.

These figures are These figures are

bilincircs. not bilincircs.

For each of the following figures, answer Yes or No on the line

beside each figure.

Are these figures bilincircs?

eA! C-178

ae Answer \ ee Answer NX
C-179
C-180

sea Answer wy ie Answer Vy

C-181 yauee

4 Answer a ie Answer

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT
Circle the figure that completes each figural analogy.

#
EXAMPLE: ANSWER:

kts
square

A black
triangle
is to
a white
triangle
as
a black
square
iS

if
D-1
-
S
| DF . x ”)
: “ON:
a 0)
O
al
<
Zz
=§

849
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Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT
Circle the figure that completes each figural analogy.

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT
Select the figure that completes the analogy. Write the letter for
the correct figure on the line provided.

CHOICE BOX

AN

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SELECT

Select the figure that completes the analogy. Write the letter for
the correct figure on the line provided.

a
ace
Ww
d.

y
*

ee

:
he
Ba
i.

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT
Select the figure that completes the analogy. Write the letter for
the correct figure on the line provided.

A : Be: C ; D

ANA

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT A PAIR

Draw lines between the pairs that correctly form an analogy
(A: B::C:D). Remember, in an analogy, both pairs must be
related in the same way.

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT A PAIR

Draw lines between the pairs that correctly form an analogy
(A: B::C :D). Remember, in an analogy, both pairs must be
related in the same way.
A : B he C : D
D-26

D-27

D-28

D-29 |

D-30
”)
a
,
fe)
—l
<
=
<
4849
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 Building Thinking Skills® — Level Three Figural Figural Analogies

er FIGURAL ANALOGIES—SELECT A PAIR

Draw lines between the pairs that correctly form an analogy
(A:B::C:D). Remember, in an analogy, both pairs must be
related in the same way.
A : B a C ; D

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 Building Thinking Skills® — Level Three Figural Figural Analogies

DESCRIBING TYPES OF FIGURAL ANALOGIES

In the exercises you have just done, there are several types of
relationships. These relationships can be described as follows:

SIZE COLOR OPPOSITE

(example shows a
decrease in size)

DETAIL or PARTS ROTATION

(example shows an (to the right) a
increase in number

ROTATION = REFLECTION
(to the left) (about a vertical line)

“)
a
0)
O
=
REFLECTION <
REFLECTION
(about a horizontal line)
Zz
(about a diagonal line) a§

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Building Thinking Skills® — Level Three Figural Figural Analogies

DESCRIBING TYPES OF FIGURAL ANALOGIES

Look back at the figural.analogies D-26 through D-35 on pages

239 and 240. Name the relationships that fibeach of these
analogies. | eres
.

” te. | ~
Ae >. ea
ha ea” }
Re 5 Ae H
\ ia j
Beka | at

EXAMPLE: Rotate one-quarter turn to the left

3
Re“WRENS
SS
gt ae
F Y

and color opposite.

Lotate 2 dwn anh Caller opposk®

D-27

Save 7
D-28

D-29

D-30

D-31

D-32

D-33

D-34

D-35

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 Building Thinking Skills® — Level Three Figural Figural Analogies

COMPLETE THE PAIR

On the grid in each box, draw a figure that illustrates the
relationship written below the box. bE
EXAMPLE:
D-36

Rotate one position

to the left.

D-37 D-38

Increase size and rotate Rotate one position to

one position to the right. the left and color
opposite.

D-39 D-40

Reduce size and reflect Reduce size and reflect

about the vertical line. about the diagonal line.

D-41 D-42

Reduce the number Double the number

of parts. of parts. ANA

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Building Thinking Skills® — Level Three Figural Figural Analogies

\N COMPLETE THE PAIR

On the grid in each box, draw a figure that illustrates the
relationship written below the box.
D-43

D-44

Reflect about
the horizontal
and color
opposite. Reflect about the vertical
and color opposite.

D-46
D-45

Rotate quarter turn to the Increase size and rotate

left and decrease size. one position to the right.

D-48
D-47

Decrease size and reflect Reflect about the

about the vertical. diagonal.

D-50
D-49

Color opposite and Reflect about the vertical

increase size. and reduce the size.

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SUPPLY

On the grid of dots, draw in the figures that will complete these
figural analogies.

D-51

D-52

D-53

D-54

D-55

INN
=f
|Vi
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Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SUPPLY

On the grid of dots, draw in the figures that will complete these
figural analogies.

-)
A:

D-58
ne
D-59

rs
°
1 o 0 6

oo HH: THY eet

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SUPPLY

| On the grid of dots, draw in the figures that will complete these
figural analogies.

A z B a GC : D

D-61 ; a » :

D-62

7
D-63

Pe es ea
-D-65 Y)
=
,
O—
<
Zz
=
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Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— FOLLOW THE RULE

Read the rule above each box. Complete each pair in these
analogies by drawing shapes that follow the rule.

D-66 Reduce size and color opposite.

D-68 Reflect about the vertical and reduce size.

d iD |
7i
:
=

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—FOLLOW THE RULE

Read the rule above each box. Complete each pair in these
analogies by drawing shapes that follow the rule.

D-70 Rotate one position to the right and color opposite.

D-72 Reflect about the diagonal and decrease size.

D-73 Reflect about the horizontal and color opposite.

Y)
os
,
fo)
wl
<t
=
<

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SUPPLY A PAIR

You have practiced doing figural analogies (A:B::C:D) by
drawing the last figure, D. Now you are asked to draw two
missing figures, C and D.
Look at the first two figures (A and B) and notice how they are
alike or different. Ask yourself, “What has been done to A to
make it look like B?” The last two figures, C and D, should be
related to each other in the same way that A is related to B. Draw
C and D on the dot grid.

D-74

D-75

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SUPPLY A PAIR

You have practiced doing figural analogies (A:B::C:D) by
drawing the last figure, D. Now you are asked to draw two
missing figures, C and D.
Look at the first two figures (A and B) and notice how they are
alike or different. Ask yourself, “What has been done to A to
make it look like B?” The last two figures, C and D, should be
related to each other in the same way that A is related to B. Draw
C and D on the dot grid.

D-78

D-79

D-80

Y)
~
2,
D-81
fe)
wd
<
=
<
849
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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SELECT THE SOLID

Circle the figure that completes each figural analogy.

EXAMPLE:

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849
 Building Thinking Skills® — Level Three Figural Figural Analogie S

FIGURAL ANALOGIES—SELECT THE SOLID

Circle the figure that completes each figural analogy.

”)
~~
,
O
a
=
=
<

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SELECT THE SOLID

Select the figure that completes the analogy. Write the letter for
the correct figure on the line provided.
A : B a G : D

af
EXAMPLE:
CHOICE BOX

= 87 |

af
89

i
90

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES— SELECT THE SOLID

Select the figure that completes the analogy. Write the letter for
the correct figure on the line provided.
A : B a CG : D
CHOICE BOX

>

©.

=r

fo}

PAQ
MAR =>

ANA

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES — SELECT THE SOLID

Select the figure that completes the analogy. Write the letter for
the correct figure on the line in the analogy.
A F B C : D
CHOICE BOX

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49
 Building Thinking Skills® — Level Three Figural Figural Analogie S

FIGURAL ANALOGIES—SELECT THE SOLID

Select the figure that completes the analogy. Write the letter for
the correct figure on the line in the analogy.

Y”)
a
,
O
=
<t
Z
<

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT THE CUBE

Select the cube that completes the analogy. Write the letter for
the correct cube on the line in the analogy.
6 on the
In the following analogies back
involving rotating cubes, Fi ea
the cube is marked h
as shown. Si S k
side
we 500 the
bottom

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 Building Thinking Skills® — Level Three Figural Figural Analogies

FIGURAL ANALOGIES—SELECT THE CUBE

Select the cube that completes the analogy. Write the letter for
the correct Cube on the line in the analogy.
Nee 6 on the
In the following analogies
ah back
involving rotating cubes,
the cube is marked i"
as shown. orue i

~w_ 5onthe
bottom

ANA

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Building Thinking Skills® — Level Three Figural Answer Section
N
\ \ X

a, corb,d
Building Thinking Skills® 7 23 A-57 b,d A-58
A-59 oC
Level 3 Figural Answer Guide 24 A-60 e A-61 b
A-62 a A-63 f
A-1 2). A-2 J}, A-64 d
A-3 a, d 25 A-65 Cc A-66
A-4 a,d A-5 ane A-67 f A-68
A-6 a,c A-7 a,b A-69 d A-70
A-8 b A-9 b 26 A-71 b A-72
A-10 a A-11 Cc A-73 Cc A-74
A-12 Cc A-13 e PRY A-75 b A-76
A-14 a A-15 b A-77 a A-78 30)
De
eS
0)
IG:
A-16 e 28 A-79 a, d, f, h, k
A-17 C A-18 b 29 A-80 a, b, d, f; h, i, k
A-19 Cc A-20 e 30 A-81 See Graphic
A-21 d
A-22 c
A-23 a,d A-24 G
A-25 Cc A-26 a
A-27 d A-28 b
A-29 d A-30 a
A-31 bac
A-32 b,c A-33 c,d,e
A-34 bic A-35 bac
A-36 b, d A-82 See Graphic
A-37 b,d
A-38 DAG A-39 auc
A-40 bac A-41 ae
A-42 b,d A-43 a,d
A-44 See Graphic

A-83 See Graphic

A-45 See Graphic 2

| / |
| / |
| / |
2
Vea
|
pe '
———————————
A-84 See Graphic

a:
A-46 See Graphic

A-85 See Graphic

A-47 See Graphic

A-48 See Graphic

31 A-86 See Graphic

XBila
20 A-49 d A-50 b
21 A-51 c A-52 a
A-53 b
22 A-54 b,c A-55 a,b
A-56 b,d
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 Building Thinking Skills® — Level Three Figural Answer Section

A-87 See Graphic 34 A-94 See Graphic

A-88 See Graphic

~\: 8 parts
a
36 A-95 Cc A-96
A-97 A-98
3 oi A-99 A-100
G3)
Teel
Keay
ety

A-89 See Graphic 38 A-104

19>)
OD)
(0)
9)
OOD.
9 (ay
ler
ter
lex
ilen
en
lez 9)
(se
en
eae
VRE
Er

a. |Z
10
IZ
IW
IZ b. In
lOlOlZIZ
10
1D
ID
| Oo¢ Ol
lz
IM|IONIMIZIN
WwoO
4 Oo bPrPorryrpy,
ges©==-=-0oO0o00o
rea
ea
ear
ease
SOS b is congruent to g; c is congruent to e
NYN]-COOANDMYN
A-113 a is similar to d and f; h is similar to c ande
A-90 See Graphic 41 A-114 a, c, and k; b andi; d andj: f and h; g and |
A-115 b and i are similar to e; d and j are similar to g and |
43 A-116 See Graphic - Numbers in units

t
6

2 Z| 1
le 6 oI
A-91 See Graphic
A-117 See Graphic - Numbers in units

= {ees
1. 12

ea LI
le 43]

4A AA FS
B22 oe. Clapie A-118 See Graphic - Numbers in units

J 2
4 parts 8 parts 9 parts cS

Other alternatives would include 16 or 18 triangles produced by bisecting

n triangle in the above answers.
aalacts 44 A-119 See Graphic - Numbers in units

PODS
|e 8 >|
A-93 See Graphic

4 parts 2 parts 8 parts 14 parts

261
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Building Thinking Skills® — Level Three Figural Answer Section

A-120 See Graphic - Numbers in units A-127 See Graphic - Numbers in units
be 6 ae
2

Pfs i
(op) 2
2

A-121 See Graphic - Numbers in units Is

hee 49 A-128 See Graphic - Numbers in units
2 Je 4 =

te

46 A-122 See Graphic - Numbers in units

le 6 >|

A-129 See Graphic - Numbers in units

nis 4 al
t in

3 ay
A-123 See Graphic - Numbers in units
t
4
6 = | 7 |

A-130 See Graphic - Numbers in units

bd z le =
[Sa >|
tT

A-124 See Graphic - Numbers in units

Je 6 =4
3

U
2 ane
50 A-131 See Graphic - Numbers in units
47 A-125 See aise oe units e 4 >|

i;
z:
A-126 See Graphic - Numbers in units
A-132 See Graphic - Numbers in units
as
; G b
1 I: 11

9 le 4 [2

8 : :
i

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 Building Thinking Skills® — Level Three Figural Answer Section

A-139 See Graphic - Numbers in units

A-133 See Graphic - Numbers in units
ffl 4 >|
moan ee
14
13

2
i)

11 53 A-140 reduced to % times

A-141 enlarged times to 2
51 A-134 See Graphic - Numbers in units 54 A-142 enlarged times to 2
« 6 =| A-143 reduced times to %
: iS A-144 — enlarged times to 2
55 A-145 reduced to % times
3 A-146 — enlarged to 11/2 times
6 =
A-147 reduced to % times
56 A-148 See Graphic

|3 fe aN
u = ope Me e
| ae i
/ \
F \e

A-135 See Graphic - Numbers in units

leq 6 >| bao ES
sigalg
/ \
[3 =) se

SY A-149 See Graphic

a Oe ce ye
[3 i a ea
/ \
oe : re
ee =
3. by Sry . N“ RU

rae NX
Pe typ a ee} SSS
A-136 See Graphic - Numbers in units \ |
ry ‘ *\ ; |-

i \ /
yt
ae ok
we =

ie
/ faye oN
eo

(o>)
1wm le
(o>)

A-150 See Graphic

52 A-137 See Graphic - Numbers in units
| cat et

ae NS eaten pe
y xe
3 Seay i) Peep ee, os
ee i x -

N— : m
le
>|
ze 6 2

A-138 See Graphic - ene in units

|S |
13

13

263
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Building Thinking Skills® — Level Three Figural Answer Section

59 A-152 See Graphic A-158 See Graphic A-159 See Graphic

A-160 See Graphic

S| Aye te

Oo) 60) Gane

rep ioe SS 2 ae
++ 2+

60 A-154 a
Cc
e.
g. yes
61 A-155 a
Cc
e
gi. no
62 A-156 See Graphic
A-156
A-163 See Graphic A-164 See Graphic

63 A-157 a-i See Graphics

eo 8
A-165 See Graphic A-166 See Graphic

A-167 See Graphic A-168 See Graphic

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 Building Thinking Skills® — Level Three Figural
Answer Section

66 A-169 a-g See Graphic A-175

7
See Graphic
AE
70 A-176 See Graphic

|
| or

we
UN
BEE
A-177 See Graphic

71 A-178 See Graphic A-179 See Graphic

A-180 See Graphic

72 A-181 See Graphic A-182 See Graphic

68 A-171 See Graphic A-183 See Graphic A-184 See Graphic

Pe an] AX
A-172 See Graphic
Ue A-185 yes, 6, See Graphic A-186 yes, 12, See Graphic
or or ~ L.
! |

69 A-173 See Graphic

— or or a, |or x
: \ 74 A-187 yes, 3, See Graphic

A-174 See Graphic

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Building Thinking Skills® — Level Three Figural Answer Section

A-188 no, There will be a number of triangles and A-197 Cc A-198 e

quadrilaterals left over. A-199 b A-200 a
A-189 no, 3, See Graphic. Three diamond-shaped A-201 C A-202 a
pieces will not be covered. A-203 b A-204 e
A-205 d
A-206 4.4.8 A-207. 4,4,8
A-208 9,99, 27 A-209 9,9, 9,27
A-210 448 A299, er
A-212 a,b A-213 b, d
A-214 c,d
A-215 pac A-216 a, d
A-190 See Graphic A-217 b,d A-218 Ca
A-219 anc
A-220 d A-221 b
A-222 c A-223 a
A-224 d A-225 c
A-226 a A-227 b
A-228 e A-229 d
A-230 a A-231 c
A-232 b
A-233 a A-234 b
A-235 (e
A-236 Cc A-237 d
A-238 a A-239 b
A-240 b A-241 d
A-191 See Graphic A-242 e A-243 Cc
A-244 a
A-245 d A-246 e
or or A-247 b A-248 a
A-249 c
A-250 anc A-251 aa
A-252 Cri
A-192 See Graphic A-253 et+c A-254 et+f

aa
A-255 Bare A-256 a+b
A-257 e+b A-258 Gra
A-259 eta A-260 fi
A-261 et+d A-262 fta
G A- Us 12, ioe Sen

ore Oo OS BH A Ab |
A-263 e+a A-264 far ©.
A-265 b A-266 b
A-267 c A-268 C
A-269 b
A-270 Cc A-271 d
A-272 c

eo 8 tg ep AD
A-273 b A-274 d
A-275 c
B-1 e B-2 a
B-3 b B-4 d
B-5 f B-6 c
78 A-194 See Graphic/answers will vary
B-7 d B-8 a
B-9 e
B-10 (¢ B-11 e
B-12 a B-13 g
B-14 h B-15 b

Bad .
106 B-16 See Graphic B-17 See Graphic

>. “me
79 A-195 a. 2 Op
B-18 See Graphic B-19 See Graphic
Cae Ob
e. 3 f. 4
g. 4 h. 4
es
80 A-196 au, if b. 6
(5) Oh 15
e. 6 in
Gi a6
Hs je te

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 Building Thinking Skills® — Level Three Figural Answer Section

Ee] HE
B-20 See Graphic B-33 See Graphic B-34 See Graphic

im
107 B-21 See Graphic B-22 See Graphic
B-35 See Graphic

> 4
B-23 See Graphic B-24 See Graphic B-36 See Graphic

AOOOZA
111 B-37 See Graphic

B-25 See Graphic

ING A006)
Shi:
B-38 See Graphic

A AQOUUA
AW B-39 See Graphic
108 B-26 See Graphic B-27 See Graphic

MOORss
B-40 See Graphic

Answers will vary. Answers will vary. OO | f EyAges

ike B-41 c
B-28 See Graphic B-29 See Graphic B-42 d
B-43 c
B-44 a
114 B-45 c
B-46 b
B-47 d
B-48 a
Answers will vary. Answers will vary. B-49 b

Eis
115 B-50 Ss See Graphic
B-30 See Graphic

ul (A
B-51 See Graphic
Answers will vary.

109 B-31 See Graphic B-32 See Graphic

[aja]&
2 See Graphics

267
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Building Thinking Skills® — Level Three Figural Answer Section

116 B-53 See Graphic B-72 See Graphic B-73 See Graphic

B-54 See Graphic 4

I
I

| | B-74 See Graphic B-75 See Graphic

B-55 See Graphic a mel : = AY =

iz ea B-76 See Graphic

B-56 See Graphic

121 B-77 See Graphic B-78 See Graphic

117 B-57 See Graphic B-58 See Graphic }: —
:

,\ oy, / 7

B-59 See Graphic B-60 See Graphic B-79 See Graphic B-80 See Graphic

. > . |
aN a
118 B-61 The square has been rotated one position / »
counterclockwise (or three positions clockwise).
B-62 The hexagon has been rotated two positions B-81 See Graphic B-82 See Graphic
counterclockwise (or four positions clockwise). . x
B-63 The hexagon has been rotated three positions
counterclockwise (or three positions clockwise).
B-64 The hexagon has been rotated five positions
counterclockwise (or one position clockwise).
119 B-65 The triangle has been rotated two positions 2 ~
counterclockwise (or one position clockwise). ;
B-66 The square has been rotated two positions Gaon
counterclockwise (or two positions clockwise). B-83 See Papi ve
B-67 The triangle has been rotated one position
counterclockwise (or two positions clockwise).
B-68 The hexagon has been rotated four positions
counterclockwise (or two positions clockwise).
B-69 The hexagon has been rotated two positions
counterclockwise (or four positions clockwise).
120 B-70 See Graphic B-71 See Graphic
123 B-84 See Graphic

re |
I XS N

268 © 2007 The Critical Thinking Co.” » www.CriticalThinking.com * 800-458-4849

Building Thinking Skills® — Level Three Figural Answer Section

ke x
B-85 See Graphic 125 B-90 See Graphic
Ta

aa
B-86 See Graphic

CNL)
B-91 See Graphic

he km
B-87 See Graphic

124 B-88 See Graphic

126

269
© 2007 The Critical Thinking Co.” » www.CriticalThinking.com ° 800-458-4849
Building Thinking Skills® — Level Three Figural Answer Section

B-94 See Graphic 129 B-99 See Graphic

B-100 See Graphic

12h
B-101
a
See Graphic

B-102
rare
See a.

128 B-96 See Graphic rl

|

B-97 See Graphic

130 B-103 No, Yes, V
B-104 Yes, 1, Right, No,
B-105 Yes, 1, Left, No
B-106 = Yes, 2, Right or Left , No
B-107 No, Yes, H
2 ae me 131 B-108 Yes, 1, Right, No
B-109 No, Yes, D
B-110 No, Yes, V
B-111 No, Yes, H
B-112 No, Yes, D
eZ B-113 Cc B-114 a
B-115 a B-116 b
B-98 See Graphic B-117 d

(en 133 B-118 a B-119 e

B-120 d B-121 b
B-122 c
134 B-123 G B-124 d
B-125 a B-126 e
= ae ae B-127 b
135 B-128 d B-129 e
B-130 a B-131 b
B-132 Cc
136 B-133 d B-134 4
ee B-135 e B-136 b
B-137 Cc

270 © 2007 The Critical Thinking Co.” » www.CriticalThinking.com * 800-458-4849

 Building Thinking Skills® — Level Three Figural Answer Section

ie B-138 c B-139 d B-166 See Graphic

B-140 a B-141 e
B-142 b
138 B-143 b B-144 d |
B-145 e B-146 a |
B-147 cc |
139 B-148 d B-149 ee
B-150 a B-151 b |
B-152 c
143 B-167 See Graphic B-168 See Graphic
140 B-153 See Graphic B-154 See Graphic
|
ware ZG
one. O10|
Ge leu OPES
| le 2i@) Ol @ Ore
' ®@ 1)
| B-169 See Graphic B-170 See Graphic

B-155 See Graphic B-156 See Graphic

010 copies
| |
el: iG @ Gane @ DONO ©
| | O
OO us B-171 See Graphic

00; 00
B-157 See Graphic |
Qi v@
| OO
| 144 B-172 See Graphic B-173 See Graphic

ae eye
|
141 B-158 See Graphic B-159 See Graphic
QO
B-174 See Graphic B-175 See Graphic

Oe Ono
Q p21
OFX © oO

ee
145 B-176 See Graphic B-177 See Graphic

Sr

WwW
142 B-162 See Graphic B-163 See Graphic B-178 See Graphic B-179 See Graphic

B-180 See Graphic

B-164 See Graphic B-165 See Graphic

- 146
147 B-183
148 B-185
149 = = fos]fo>) B-187
150 B-189
B-191
jok
ton
(ek
lor
(py
toby)
(ee B-193 o07O0O
a0
0

271
© 2007 The Critical Thinking Co.™* www.CriticalThinking.com * 800-458-4849
Building Thinking Skills® — Level Three Figural Answer Section

B-194 a B-195 b 159 B-222 See Graphic B-223 See Graphic

152 B-196 b B-197 c (four possible answers) (four possible answers)
B-198 a B-199 b °
153 B-200 b B-201 c °
B-202 a
154 B-203 c B-204 a ;
B-205 b B-206 d 2
B-207 b °
155 B-208 c B-209. a
B-210 d B-211. b
B-212 a -
156 B-213 c B-214 a
B-215 b B-216 c B-224 See Graphic B-225 See Graphic
157 B-217 See Graphic (four possible answers) (four possible answers)
e e e e

160 B-226 See Graphic B-227 See Graphic

(four possible answers) (four possible answers)

B-228 See Graphic B-229 See Graphic

(four possible answers) (four possible answers)
e e e e

158 B-219 See Graphic

161

ne
B-231 See Graphic

ue
B-232 See Graphic B-233 See Graphic
| |
|
|
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|
|
|
|

162 B-234 See Graphic B-235 See Graphic

272 © 2007 The Critical Thinking Co.” » www.CriticalThinking.com + 800-458-4849

 Building Thinking Skills? — Level Three Figural Answer Section

B-236 See Graphic B-237 See Graphic {1768} B-263 See Graphic

163 B-238 See Graphic B-239 See Graphic

B-265 See Graphic

i
165
lesare
B-243 a B-244
Pea es
166 B-245 b B-246 a
167 B-247 b B-248 c B-266 See Graphic
168 B-249 d B-250 b
B-251 a
169 B-252. c B-253 a

170 B-256 b B-257 d

B-258 a B-259 c
172 B-260 See Graphic [1 |

174 B-267 a=2andd=

B-269 b=2,d=2,ande=2
B-270 b=2,g=2, andh=2
ATS B-271 b=1,c=1,f=1 1,j
B-272 a=1,c=i1,d= ne)
@
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po
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NM
ae
Le)N“w —_ —_ —_

B-274 e=1,g=1,c=2,
176 B-275 See Graphic

B-276 See Graphic

273
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
Building Thinking Skills® — Level Three Figural Answer Section

177 B-277 See Graphic B-278 See Graphic B-302 See Graphic

i |_| | Pe els

B-303 See Graphic

B-279 See Graphic Pile
ao
|

=i

1 2

B-280 See Graphic B-281 See Graphic B-304 See Graphic

B-282 See Graphic B-305 See Graphic

L° |
i 3

4 1 2

179 B-283 N B-284 Y

B-285 Y B-286 N
B-287 N B-288 Y
B-289 Y B-290 N
B-291 W B-292 N
180 B-293 N B-294 Y
B-295 N B-296 Y
B-297 Y B-298 N
B-299 Y
181 B-300 See Graphic

oO

4 1 2

B-301 See Graphic

185 B-308 c
186 B-309 a
B-310 c
187 B-311 apolOnlesG.5)
[« Se |; B-312 a6 b.1c2
188 Bas Seeencl OmmONlmG aul
wo | B-314 a6 b6 c4
B35) ia.1) bed icx6

274 © 2007 The Critical Thinking Co.” + www.CriticalThinking.com + 800-458-4849

 Building Thinking Skills® — Level Three Figural Answer Section

ae
189 B-316 See Graphic B-317 See Graphic i?)-48 Alike: equilateral, opposite sides parallel

fled,
Different: number of sides, only the hexagon is
equiangular
i?)-49 Alike: four sides, same size base, same height,

MA
opposite sides parallel
Different: only the square is equiangular

~ A
a ouSo See Graphic C-51 See Graphic

ah
ive] wo= co n O fo) @ + ® 22)=I 3

ry
OQ -52 See Graphic

Ee
i

a )
190 ra)= wo n © 0) @ 5 0 ne)= oO B-320 See Graphic
si tS)Ww See Graphic C-54 See Graphic

=a =a <
B-321 See Graphic B-322 See Graphic
Oo -55 See Graphic C-56 See Graphic

in

i q
on C-1 aac C-2 a,c,d,e i?)-57 See Graphic C-58 See Graphic
C-3 b,d
192 C-4 c, d C-5 b,d
C-6 a,d,e C-7 DAG
ISB) C-8 d C-9 a
C-10 e C-11 b
194 C-12 d C-13 e
C-14 a C-15 b

4
C-16 E
.?) -59 See Graphic
Ss C-17 EXC Ai C-18 d,e
C-19 ‘ae fi C-20 b,e
C-21 Eb Oh ii C-22 e, C, f
196 C-23 Cc C-24 b
C-25 no class C-26 e
C-27 no class C-28 a,c
C-29 f

are L/
197 C-30 tf C-31 d
C-32 a C-33 f i?)-60 See Graphic C-61 See Graphic
C-34 no class C-35 b
C-36 a C-37 c
198 C-38 De DES G-398S! S) 9, D
C-40 Dy Des onbD
199 C-41 'B), Sh, 1D), |B G-42 D, D, S, D
C-43 DaSvs.0n Dn C-44 D,S,SorD
200 C-45 Alike: four sides, opposite sides parallel, same
height
Different: only the rectangle is equiangular,
different base
C-46 Alike: both are equilateral C-62 See Graphic
Different: number of sides, different height and
base, only the triangle is equiangular
201 C-47 Alike: four sides, four right angles, same size
base, opposite sides parallel
Different: height, only the square is equilateral

275
© 2007 The Critical Thinking Co.™* www.CriticalThinking.com * 800-458-4849
Building Thinking Skills® — Level Three Figural Answer Section

206 C-63 See Graphic C-64 See Graphic C-111 See Graphic C-112 See Graphic

C-65 See Graphic C-113 See Graphic

207 C-66 See Graphic C-67 See Graphic ©

|

= pe 2 221 C-114 See Graphic C-115 See Graphic

C-68 See Graphic C-69 See Graphic

C-116 See Graphic C-117 See Graphic

C-118 See Graphic C-119 See Graphic

208 (G70) 41, 76, WO ey 1s Ch PAL
209 C-71 circles 2, 4, 8; hexagons 1, 6, 7; squares 3, 5; white
2,6; half white 3, 4, 7; striped 1, 5, 8; small 1, 2, 3, 4, 6;
large 5, 7, 8
210 C-72 polygons 1, 2, 4, 5, 7, 10; not polygons 3, 6, 8, 9, 11,
12
211 C-73 symmetrical 4, 6, 7, 9, 10, 11; not symmetrical 1, 2,
3,5, 8, 12 C-120 See Graphic C-121 See Graphic
PP C-74 answers will vary
ZAS C-75 answers will vary
214 C-76 answers will vary
215 C-77 answers will vary
216 C-78 A C-79 O
C-80 | C-81 B
C-82 O C-83 A
C-84 B C-85
217 C-86 triangles C-87 black shapes C-122 See Graphic
C-88 black triangles C-89 B
C-90 O C-91 A
C-92 B C-93 O
C-94 |
218 C-95 striped shapes C-96 triangles
C-97 B C-98 A
C-99 B C-100 O
C-101 | C-102 A
219 C403 | C-104 O Aedes ee ee)
C-124 triangles
C-105 A C-106 B

oe
C107 A C-108 | Aage
220 C-109 See Graphic C-110 See Graphic Ce eis C-127 See Graphic

276 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com + 800-458-4849

 Building Thinking Skills® — Level Three Figural Answer Section

t & & €
C-128 See Graphic C-129 See Graphic C-146 See Graphic C-147 See Graphic

& &
223 C-130 half black C-148 See Graphic C-149 See Graphic
C-131 squares

te, t:
C-132 small
C-133 See Graphic C-134 See Graphic

oe
C-150 See Graphic

- te:
C-135 See Graphic C-136 See Graphic

& &
225 C-151 See Graphic C-152 See Graphic

oe &
C-137 See Graphic C-138 See Graphic

te, &
C-153 See Graphic C-154 See Graphic

t &
C-139 See Graphic C-140 See Graphic

oe e:
C-155 See Graphic C-156 See Graphic

&
C-141 See Graphic

& -
C-157 See Graphic C-158 See Graphic

& &
224 C-142 See Graphic C-143 See Graphic

S
C-159 See Graphic

te, &
C-144 See Graphic C-145 See Graphic

277
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
Building Thinking Skills® — Level Three Figural Answer Section

226 C-160 See Graphic 228 C-164 See Graphic

Ss [=
wir) | [ele x a. a
| |

ellii
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|< : od C-170 no
“ie
227 231 C-171 no C-172 yes
C-173 yes C-174 no
C-175 yes C-176 no
232 C-177 yes C-178 no
C-179 no C-180 yes
C-181 no C-182 no
283 D-1 b D-256
234 D-3 (6 D-4 a
D-5 c
235 D-6 h D-7 c
D-8 g D-9 a
236 D-10 g D-11 e
D-12 c D-13 |
D-14 h
PON D-15 a D-16 a
D-17 b D-18 a
D-19 b D-20 e
238 D-21. D-22 a
C-163 See Graphic D-23 d D-24 e
D-25 b
239 D-26 Cc D-27 e
D-28 a D-29 b
D-30 d
240 D-31 Cc D-32 e
D-33 d D-34 a
D-35 b
(a) (e@) (m) 242 D-27 Reflect about the vertical and color opposite.
D-28 Reflect about the horizontal and the color opposite.
D-29 Rotate one quarter-turn clockwise.
D-30 Reflect about the vertical.
D-31 Decrease size and color opposite.
A |& | ay D-32 Reduce detail-halve the number of parts.
D-33 Increase detail-double the number of parts.
D-34 Increase size and reflect about the diagonal (from
top left to bottom right).

278 © 2007 The Critical Thinking Co.™ * www.CriticalThinking.com * 800-458-4849

 Building Thinking Skills® — Level Three Figural Answer Section

‘cf a
D-35 Increase size and reflect about the diagonal 245 D-51 See Graphic D-52 See Graphic
(from bottom left to top right). for sample answers for sample answers
243 D-36 See Graphic D-37 See Graphic

io of
D-38 See Graphic D-39 See Graphic
e e e e D-53 See Graphic for sample answers

D-40 See Graphic D-41 See Graphic D-54 See Graphic D-55 See Graphic
for sample answers for sample answers

D-42
e e e
N

See Graphic
i.
246 D-56 See Graphic D-57 See Graphic
for sample answers for sample answers

Note: D-39, D-40, D-41 D-42 are sample answers.

244 D-43 See Graphic D-44 See Graphic

for sample answers for sample answers
D-58 See Graphic D-59 See Graphic
for sample answers for sample answers

D-45 See Graphic D-46 See Graphic

for sample answers for sample answers D-60 See Graphic
@ e e @ @ for sample answers

e e

e e

e e

e e

D-47 See Graphic D-48 See Graphic

for sample answers for sample answers 247 D-61 See Graphic D-62 See Graphic

be
7 for sample answers for sample answers

D-49 See Graphic D-50 See Graphic

BR
for sample answers for sample answers D-63 See Graphic D-64 See Graphic
for sample answers for sample answers

279
© 2007 The Critical Thinking Co.” * www.CriticalThinking.com * 800-458-4849
Building Thinking Skills® — Level Three Figural Answer Section

S S
D-65 See Graphic D-75 See Graphic for sample answers

“
for sample answers

D-76 See Graphic for sample answers Jt

248 D-66 See Graphic for sample answers

7 c
4]
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D-77 See Graphic for sample answers a

D-67 See Graphic for sample answers

oe esa
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2951 D-78 See Graphic for sample answers

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252 D-82 b D-83 b

D-72 See Graphic for sample answers Z2a3 D-84 b D-85 b
e e e e
D-86 G ee i]
254 D-87 d D-88 Cre C 2069
D-89 f D-90 a -
255 D-91 b D-92 e se
D-93 g D-94 c
D-95 d
D-73 See Graphic for sample answers 256 D-96 e D-97 Cc )
D-98 b D-99 d

Dit ow:
PAS D-100 C D-101 f
D-102 a D-103 er
D-104
d pon
258 D-105 d D-106 e ea

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250 D-74 See Graphic for sample answers D-107 Cc
209 D-108 d D-109 a
D-110 © D-111 cad ie

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