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Students identify which transformation has been used to map one shape onto another.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Students identify which transformations could have been performed on pairs of shapes.

Students choose which transformation is being used to continue a pattern.

Students draw lines of symmetry on everyday objects.

Students identify the correct line of symmetry from a selection of different shapes with mirror lines.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.

Students draw lines of symmetry through pictures of everyday objects.

Students complete pictures by drawing in the other side of a mirror line.

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.

Students identify what transformations are used to continue a pattern.

Students cut and glue shapes to complete patterns involving translation, reflection and rotation.

For this task students are required to demonstrate their understanding of transformations. On three separate grids, they translate, reflect and rotate the same basic shape.

Using shapes on grids, students translate points by different vectors.

For this NEMP task students perform a range of tasks involving symmetry, shape and angle identification, and reflection.

Students complete shape patterns which show translation, reflection, or rotation.

Students fold and cut paper to make symmetrical shapes.

Students identify axes of symmetry on several shapes and which shape has no axis of symmetry.

Students draw lines of symmetry on road sign pictures.

Students describe the images seen in flat and convex mirrors.

In a shape made up of triangles, students identify lines of symmetry for pairs of triangles and identify pairs of triangles which reflect through a line of symmetry.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Task: Describe how the light rays move through a glass prism.