Transforming Patterns II

Transforming Patterns II

Auto-markingPencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about reflection, rotation, and translation.

The following questions ask you about the type of transformation (reflection, rotation, translation) that has been used to make a pattern.

Question

koru patterns
Which transformation can be used to move Shape (1) to Shape (2)?

    • Reflection

    • Rotation

    • Translation

    • None of these

Question

 
Which transformation can be used to move Shape (3) to Shape (4)?

    • Reflection

    • Rotation

    • Translation

    • None of these

Question

 
Which transformation can be used to move Shape (6) to Shape (5)?

    • Reflection

    • Rotation

    • Translation

    • None of these

Question

 
Which transformation can be used to move Shape (1) to Shape (3)?

    • Reflection

    • Rotation

    • Translation

    • None of these

Task administration: 
This task can be completed with pencil and paper or online with auto-marking.
Level:
4
Curriculum info: 
Maths, Geometry and Measurement, Transformation
Keywords: 
transformations, translation, reflection, rotation
Description of task: 
Students choose which transformation is being used to continue a pattern.
Curriculum Links: 

This resource can be used to help to identify students' understanding transformations.

Learning Progression Frameworks
This resource can provide evidence of learning associated with
Geometric thinking, sets 4-5
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
    Y8 (11/2013)*
online		 Y8 (06/1998)**
earlier print version
a) Rotation    very easy easy
b) Reflection very easy easy
c) Rotation easy easy
d) Translation easy moderate

* Based on a sample of 63 Y8 students, Oct-Nov 2013
** Based on a representative sample of 186 Year 8 students in May 2000

NOTE: Students find each question easier in the online version than the earlier ARB print version, especially for c). This is most likely because the graphic is repeated before each question. The current print version should have difficulty levels closer to the recent online statistics.

Diagnostic and formative information: 
  Misconception    Next steps
c) Translation
 
d) None of these
 Does not recognise or is unfamiliar with the term "translation" The student needs to know that the term "translation" is the same as the
term "slide" which is used at more junior levels.
The student should now recognise "reflect" "rotate" and "translate".
It is best to continue to use the term "slide" with younger students but at these levels,
"reflect" and "rotate" are preferable to "flip" and "turn" (because "turn" can easily be confused with "turn over").