Transformation resources

Students draw reflections of shapes in given mirror lines.

Students draw lines of symmetry on everyday objects.

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

Students draw reflections of three shapes in mirror lines.

Using grids, students enlarge shapes by different scale factors.

Students complete a chart showing original shapes, rotation instructions, and the shapes after rotation.

Students continue tessellation patterns of a rectangular shape.

Students draw lines of symmetry on road sign pictures.

For this NEMP task students perform a range of tasks which cover aspects of symmetry, shape identification, enlargement, and right-angle recognition.

Students draw lines of symmetry on a five sided star.

Students cut out shapes and rotate them to find the number of times each shape fits onto itself in a complete turn.

Students rotate shapes using clockwise and anticlockwise turns.

Students identify whether dominoes have been rotated clockwise or anticlockwise, and by how much.

This practical task requires students to draw various 3-dimensional shapes onto isometric paper from different viewpoints.

In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.

In this practical task, students arrange triangles and trapeziums to create a tessellating pattern within a rectangular box.

Students continue tessellating patterns.

Students complete statements which explore the relationship between scale factor enlargements and length, area, and volume of 2 and 3 dimensional shapes.

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

Students identify the smallest fraction of a turn so that a shape remains the same.

Students calculate the scale factor and length of one side of a building extension, then draw in a different extension from a given scale factor.

For this NEMP task students draw the other half of a shape by using its line of symmetry.

Using grids, students show three different ways of tessellating four identical shapes.

Students identify the picture of a cat which best shows each of four described transformations of the original cat.

Students enlarge shapes by whole number scale factors.