Next, they change one of the sides with a simple design this is.They can draw this using a protractor and ruler. Students start with a regular polygon that can tessellate such as the.In this activity, students create their own shapes that can tessellate byĬhanging regular polygons such as the square, hexagon, or triangle. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students connect three-dimensional objects with their two-dimensional representations. They estimate angles, and use protractors and digital technology to construct and measure angles. Students use a grid reference system to locate landmarks. They convert between 12 and 24-hour time. Students use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles and volume, and capacity of rectangular prisms. 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. Investigate the effect of combinations of transformations on simple and composite shapes, including creating tessellations, with and without the use of digital technologies (VCMMG229) However shapes such as a pentagon or octagon will leave gaps. The equilateral triangle, square and regular hexagon will tessellate by themselves, Transformations, they are a great way to engage students in geometric reasoning.Ī tessellation is a pattern of shapes that fit together in a repeated pattern without gaps and Transformations are a good introduction to tessellations, as tessellations combine shapes and their Students willīenefit from reading and using protractors in order to complete the rotation transformations. Shapes, while also explaining their own patterns using correct mathematical language. When working with transformations, provide opportunities for students toĮngage with activities where they can physically create and manipulate Transparent sheet is rotated displaying the various positions of rotation. The original sheet remains in the original position, while the

The transparent sheetĬovers the original paper and a pin is placed through both sheets on the Well as a transparent sheet with the same display. Students by providing them with the original diagram on a sheet of paper as Students often use the incorrect fixed point when rotating a shape. Rotation is the transformation of a shape moved about a specified centre point. In both methods provide students the cut out of the object to be translated, so when it is moved theyĬan compare their translated object to the original. One point as reference for the prescribed angle andĭistance, distorting the other sections of transformed object in the process. When using this method students often use only To use this method, students require a thorough Translations are best explained as the object being moved left or right and up or Students will find it difficult to understand coordinate direction at this stage and may misinterpret Translation using horizontal and vertical directions The direction of movement, depending on the The shape, in its current orientation, to a new This transformation is achieved by sliding When a shape is moved the same distance and in the same direction this is known as translation. Support students with a visual aid such as a plane mirror to show where the reflected object is However, they often have difficulty reflecting an object when the mirror line is at anĪngle. Students are often able to reflect objects when the mirror line is vertical or horizontal. Line is drawn from the two points (the original point and the reflected point) this line will be The mirror line and its reflection is foundĪt A, which is the same distance (5cm), but on the opposite side of the mirror line. Is compared to its corresponding point on Mirror line, the reflected shape is flipped over the mirror line. Reflection is the transformation of a shape across a Shape always maintaining its original outline. Students learn to transform shapes through reflection, translation and rotation, with the transformed

Transformations of shapes in geometry