Examples of what pupils should know and be able to do
Probing questions
What information do you need to do a reflection? A rotation? A translation?
What stays the same and what is different when you reflect a shape? When you rotate it? When you translate it?
If I had a shape and rotated it and then reflected it would that be the same as reflecting it and then rotating it?
Sketch a quadrilateral that has just one line of symmetry; or two lines, three lines, four lines, no lines.
What is the order of rotational symmetry for each of these quadrilaterals?
What if pupils find this a barrier?
Where necessary, use cut-out shapes to enable physical transformations.
When doing translations consider the image of a point rather than the whole shape and show that in the translation of a shape the image of every point defines the translation.
Have plenty of tracing paper so that pupils can move things around easily. Use cm-squared paper.
Sometimes it is easier to fit diagrams to coodinate axes.
Use ICT drawing packages, dynamic geometry or LOGO.
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