Transformations (translations, rotations and reflections) and write Students draw an object on a cartesian plane and perform at least 3 Translate the shape 2 units left, 3 units up, reflect in the y-axis and Students should show all transformations to explain how they arrived Students are given an image and a list of transformations to perform. Transformations in pencil until they are satisfied with their result. Students will need grid paper for this activity and perform Students practise rotating the shapes by other multiplies of 90° The point B (indicated by the blue dot) would produce a different (Shape with a purple outline in diagram 3 below). (image of B - dark blue dot) making sure it remains the same distanceįrom the point of rotation (3 units). Measure theĪngle 90° in an anticlockwise direction and mark in the point B’ Place a protractor with its centre on the point of rotation (blue dot)Īnd zero is on the horizontal line joining points A and B. Rotate the shape 90° anticlockwise about the point A (indicated by the Rotations depend on the pivot point (the point at which an object will Students calculate volumes of rectangular prisms. They describe different views of three-dimensional objects, and use models, sketches and digital technology to represent these views. Students name the types of angles formed by transversals crossing parallel lines and solve simple numerical problems involving these lines and angles. They classify triangles and quadrilaterals and represent transformations of these shapes on the Cartesian plane, with and without the use of digital technology. Students use formulas for the area and perimeter of rectangles. VCAA Mathematics glossary: A glossary compiled from subject-specific terminology found within the content descriptions of the Victorian Curriculum Mathematics. VCAA Sample Program: A set of sample programs covering the Victorian Curriculum Mathematics. Identify line and rotational symmetries (VCMMG261) See (VCMMG200)ĭescribe translations, reflections in an axis, and rotations of multiples of 90° on the Cartesian plane using coordinates. The original) provide students with a template of the original (a shape when rotated results in exactly the same shape as To support student understanding of rotational symmetry Which are mirror images) provide students with various shapes That can be split by one straight line resulting in two shapes To support student understanding of line symmetry (a shape When trying to produce a reflection, this will help the student immediately see the required A useful tool is a flat plane mirror – place the mirror on the axis Discuss with students that a reflection will flip the shapeĪlong the axis of symmetry whereas a translation will move the shape left, right, up andĭown but will not flip it. Students can translate the shape onto the other side of the required axisīut do not draw the mirror image. The object as a focus and use that point to count the translation movements or to rotate theĬommon misconceptions from students often include trouble reflecting shapes over the Students will need to be shown that for translations and rotations they first select a point on Object in 90° multiples clockwise or anticlockwise) are different, show examples of each Reflections (mirror image or ‘flipping’ over the x and/or y axis) and rotations (turning an To support student understanding of how translations (movement left, right, up or down), Transformations with the incorporation of the Cartesian plane. Students will extend their understanding of the At this level students can describe translations, reflections and rotations and identify
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