Measurement & Geometry
Chapter 17 | Transformations
Teacher Resource Sheets
Getting Started
Granny Crinkle and Twinkle ( 17)
(You could use this sheet before starting the chapter to discover whether students can recognise patterns which use translation, reflection, and rotation and whether they can identify reflective or rotational symmetry within shapes.)
This displays the link on page 275 of the Student Resource Book.
- You might like to create an element of competition and put students into small groups with a copy of the picture, challenging them to find as many examples as they can within five minutes. Every member of the team should be able to explain a particular pattern on their list is made in case they are challenged by a member of another team when the lists are collated.
- You could also ask students to find, and possibly photograph, other examples of patterns in picture books or around the classroom.
Symmetry
Reflective symmetry (Teacher Resource Sheet 74)
(You could use this sheet for further practice at finding lines of symmetry after the ‘Nature symmetry’ practical on page 278 of the Student Resource Book.)
This displays some more pictures. Students need to decide which pictures are symmetrical and then draw in the lines of symmetry.
Twinkle’s collar (Teacher Resource Sheet 75)
(You could use this sheet to in conjunction with the rotational symmetry teaching section on page 282 of the Student Resource Book.)
This displays some shapes and asks which have rotational symmetry. You could use this sheet to help students understand the concept of rotational symmetry.
Making Patterns
Inside or outside? (Teacher Resource Sheet 76)
(You could use this activity to explore reflecting shapes in mirror lines set at different angles and rotating shapes around different points, before beginning the section, Making patterns on page 283 of the Student Resource Book.)
This gives students practice at deciding whether a shape has been reflected or rotated and then an opportunity to decide where the line of symmetry or centre of rotation would be.
- Some of the images can be made by reflecting or rotating. Ask students to demonstrate both during discussion.
- For additional practice students could trace around a different shape to make similar pattern piece puzzles to swap with a partner.
Game board transformations (Teacher Resource Sheet 77)
(You could use these two sheets after the teaching section, Making patterns on page 283 of the Student Resource Book.)
This sheet gives practice at identifying line symmetry, rotational symmetry, reflection, translation and rotation patterns on game boards.
- This activity gives some game boards. Students will need to ignore the colours and discuss the line and rotational symmetry of each board.
- You could also use this sheet to discuss how some parts of the board have been translated, reflected and translated to make other parts of the board.
- Teachers could extend the activity by asking students to create their own board games using aspects of symmetry in their designs.
Tessellations
Spot the shape that tessellates (Teacher Resource Sheet 78)
(You could use this activity to explore other shapes that are capable of tessellating after the ‘Into the courtyard’ practical on page 286 of the Student Resource Book.)
This asks students which of three patterns is not a tessellation and to name the shape that does tessellate in the other patterns.
- It is important that students can identify when a shape has been tessellated and when it hasn’t.
