Embedded Files
Maths
Learning Intention :To identify and describe translations, reflections, and rotations.
Learning Intention :To identify and describe translations, reflections, and rotations.
To perform transformations on shapes.
Hook:
Materials
Grid paper
Coloured pencils
Scissors
Shapes printed or drawn (e.g., triangles, squares, hexagons)
Quick quiz: What do these words mean? Slide, Flip, Turn. Show short animation/gif (or use manipulatives) demonstrating each transformation.
Mini Lesson:
Demonstrate how each transformation works using grid paper.
Emphasise direction and angle for rotation, line of symmetry for reflection, and movement on the grid for translation.
Independent/Guided:
Students choose a shape and perform:
A translation (slide)
A reflection (flip)
A rotation (turn)
They draw each transformation on grid paper, colour coding each stage.
Reflection
Partner check: Explain the transformations to a peer. Group share: What was tricky? What helped you?
Session 2
Session 2
Learning Intension: I can create a repeating pattern using combinations of transformations.
Learning Intension: I can create a repeating pattern using combinations of transformations.
Hook:
Materials
Grid or dot paper
Coloured pencils
Rulers
Optional: iPads/computers with geometry tools
Quick revision: What are the 3 transformations?
Show example patterns made using combinations of transformations.
Mini Lesson:
Can you create a shape or pattern using two transformations?
Try: Reflect a shape, then rotate it. What happens?
Independent/Guided:
Students design a repeat pattern using transformations.
Must include at least 2 of the following: slide, flip, turn.
Option: create a pattern for a “maths carpet”, “wallpaper”, or “digital badge”.
Reflection
Students label their pattern to show which transformations were used.
Gallery walk or peer feedback.
Session 3
Session 3
Learning Intension: I can create a tessellation using transformations. I can explain how my shape fits together without gaps.
Learning Intension: I can create a tessellation using transformations. I can explain how my shape fits together without gaps.
Hook:
Materials
Square card pieces
Scissors
Tape or glue
Coloured paper or grid paper
Optional: iPad app like “Tessellation Creator” or online tools
Show M.C. Escher artwork or a real-world tessellation (tiles, honeycombs). Ask: What do you notice about the shapes?
Mini Lesson:
Demo: Cut a square, cut a piece from one side, tape it to another to create a tessellation tile. Show how to use translation to repeat it.
Independent/Guided:
Students create their own tessellation tiles using translation first.
Challenge: Use rotation or reflection to make a more complex design.
Reflection
Screenshot or draw a symmetrical pattern or transformation.
SAVE IMAGE INTO GC TASK
Session 4
Session 4
Hook:
As a class, complete 'Packing Peanuts'. Students may use mini whiteboards to help them in their working out.
Mini Lesson:
Introduce today's high ceiling task 'Find the Number'.
Independent/Guided:
Students are to go through the clues of 'Find the Number A'. They are to use the number grid to help them in their working out- crossing off the numbers that the answer is not, determined by the clues.
Reflection
Work it out as a class- could your number be a possibility?
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