Examples of what pupils should know and be able to do
Probing questions
What changes, and what stays the same, when you:
- translate;
- rotate;
- reflect;
- enlarge a shape?
When is the image congruent? How do you know?
What if pupils find this a barrier?
Give pupils a grid with labelled congruent shapes formed from transformations: reflections, rotations, and translations. (See FTM(S)Y789 p. 205 - Acrobat pdf document (40Kb) for example.) Ask them to select pairs that are reflections and to describe the reflection, and similarly for rotations and translations. Use the probing questions.
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