Examples of what pupils should know and be able to do
Probing questions
Make up a a reflection or a rotation that is easy to do.
Make up a a reflection or a rotation that is hard to do.
What makes it hard?
Sketch me a quadrilateral that has one line of symmetry; or two lines, three lines, no lines, etc. Can you give me any others?
What is the order of rotational symmetry of each of the quadrilaterals you sketched?
What clues do you look for when deciding whether a shape has been formed by reflection or rotation?
What if pupils find this a barrier?
What's the transformation? Give pupils several examples of objects and their images following reflections and rotations. Ask them to sort them into those that are reflections and those that are rotations. Get pupils to explain how they know.
Analyse the objects and images and get pupils to describe what they see as the differences between reflections and rotations.
Use ICT to demonstrate rotations and reflections.
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