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OHS
SSM4/1: Tara and the Lost Treasure
Use to consolidate coordinates of points in all
4 quadrants.
Ask pupils to describe pathway through Grid Jungle
so Tara finds the Lost Treasure. Easy, medium and
nasty. |
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- To be able to
reflect a 2-D shape in a vertical, horizontal or
diagonal mirror line (- all four quadrants).
- To be able to read and plot coordinates in all
four quadrants.
- To be able to use language and notation of reflection. |
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shape
mirror line
axis of symmetry
reflection symmetry
object
image
congruent
reflect
reflection horizontal
vertical
coordinates
grid
quadrant
vertices
transform
transformation |
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1a. Draw some shapes
on a grid, eg: reflections, rotations or translations
of the shape: 
OR
OHS
SSM4/2: Transformations
1b. Pupils to identify which shapes are reflections
of shape A.
1c. Discuss the 'red herrings' .
(Common misconceptions, such as incorrect reflections
in diagonal mirror line).
3. Use to collect key properties of reflected
image.
4. Link to Cartesian coordinates, so that pupils
can also define position of reflected
image. |
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Reflection
Practical activities in which
a) - pupils identify reflections of 2-d shapes in
vertical, horizontal and diagonal mirror lines;
giving coordinates of reflected points.
b) - pupils reflect a variety of 2-d shapes in vertical,
horizontal and diagonal mirror lines; giving coordinates
of reflected points.
Eg: Reflect these 3 shapes in the diagonal mirror
line. Coordinates?
Object & image are
congruent; Corresponding points are equidistant
from mirror.
OR Reflective
Symmetry
Translation
Approach as above for translations.
Rotation
Approach as above for rotations, including the need
to know:
- centre of rotation;
- direction of rotation (or assume anti-clockwise);
(see Starter);
- angle.
OR
Animated
3-D Rotational Symmetry
- extension to 3-D.
OTHER USEFUL SITES:
Plotting
Diplodocus
AND
BGfL's
Coordinate Shapes
- both excellent coordinates practice. |
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Reflection
Chains
Draw a shape, B, on a grid. Add several mirror lines.
Ask different pupils to draw image following a given
reflection.
Eg: Reflect in mirror line
1; Now reflect new image in mirror line 3.…
Continue so that final pupil has to describe the
transformation that maps latest image onto original
shape.
Q: Why does this chain
of reflections bring you back to Shape B?
Highlight correct use of language and notation. |
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- To be able to
translate a 2-D shape (- all quadrants).
- To be able to use language and notation of translation.
- To be able to read and plot coordinates in all
four quadrants. |
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translate
translation
direction
object
image
congruent
transform
transformation |
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Translation
Chains
Use approach above using translations with Shape
B.
Eg: Translate shape 2 units left and 3 units up.
Now translate new image by…
(Could include mixture of reflections and translations.)
OR
Bathroom
Tiles
- extension – tessellations.
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Complements
of 360º
Draw an angle, e.g. of 70º. Work out alternative
way to arrive at same position, i.e.
360º - 70º = 290º.
Repeat for: 80º, 90º …
Extend to: 71º, 83º, 97º …
Or even: 71 ½º, 83 ½º …
(Activity also highlights need to know direction
in rotations.) |
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- To be able to
rotate a 2-D shape (- all quadrants).
- To be able to use language and notation of rotation.
- To be able to read and plot coordinates in all
four quadrants. |
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rotate
rotation
centre of rotation
degree º
direction
clockwise
anticlockwise
transform
transformation |
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Rotation
Chains
Use approach above using rotations with Shape B,
and a variety of marked points.
Eg: Now rotate new image
90º clockwise about Point x …
(Could include mixture of reflections, translations,
and rotations.) |
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