Describe and perform translations, reflections and rotations of shapes, using dynamic geometric software where appropriate

Students read ordered coordinate pairs consistently, plot positions, follow displacement instructions and describe changes using horizontal and vertical movement.

An ordered pair locates a point by moving along the horizontal axis first and the vertical axis second under the stated convention.

A(1,1), B(4,1), C(4,4), D(1,4) form a square. Coordinates identify vertices precisely and differences reveal side lengths.

Directions depend on axis orientation. State the start, horizontal change and vertical change, then verify the endpoint.

Learning routine: Represent → Reason → Calculate → Interpret → Verify

Success looks like

• Construct or represent accurately
• Use correct vocabulary and notation
• Interpret relationships
• Apply to a new example
• Justify and evaluate

Content description: describe and perform translations, reflections and rotations of shapes, using dynamic geometric software where appropriate; recognise what changes and what remains the same, and identify any symmetries.

• E1: understanding and explaining that translations, rotations and reflections can change the position and orientation of a shape but not the shape or size
• E2: using pattern blocks and paper tracing around a shape and conducting a series of a one-step transformations; continuing to trace each resulting image, then copying the original position and end position on a new sheet of paper
• E3: demonstrating how different combinations of transformations can produce the same resulting image
• E4: challenging classmates to select a combination of transformations to move from an original image to the final image, noting the different combinations by using different colours to trace images
• E5: investigating how animal tracks can be interpreted by First Nations Australians using the transformation of their shapes to help determine and understand animal behaviour

Core idea: An ordered pair locates a point by moving along the horizontal axis first and the vertical axis second under the stated convention.

Remember

• Construct or represent accurately
• Use correct vocabulary and notation
• Interpret relationships
• Apply to a new example
• Justify and evaluate

Important questions

• Plot (3,5). Explain using the model or evidence above.
• Move (2,1) by +3,+2. Explain using the model or evidence above.
• Find coordinate difference. Explain using the model or evidence above.
• Explain x then y. Explain using the model or evidence above.
• Describe a route. Explain using the model or evidence above.

• Coordinates reversed — Read x then y.
• Cell reference confused with point coordinate — Coordinates locate intersection points under the defined system.
• Movement counted by grid lines inconsistently — Count unit intervals.
• Direction assumed without axis labels — Check positive directions and scale.

Learn from the Topic Guide and fixed Teacher Slides, complete the Practice Sheet, use Practice for supported feedback, then take the Test when ready.

Students read ordered coordinate pairs consistently, plot positions, follow displacement instructions and describe changes using horizontal and vertical movement.

An ordered pair locates a point by moving along the horizontal axis first and the vertical axis second under the stated convention.

A(1,1), B(4,1), C(4,4), D(1,4) form a square. Coordinates identify vertices precisely and differences reveal side lengths.

Directions depend on axis orientation. State the start, horizontal change and vertical change, then verify the endpoint.

Learning routine: Represent → Reason → Calculate → Interpret → Verify

Success looks like

• Construct or represent accurately
• Use correct vocabulary and notation
• Interpret relationships
• Apply to a new example
• Justify and evaluate

Australian Curriculum Version 9.0

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