Transformation resources

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.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students cut and glue shapes to complete patterns involving rotation.

In this practical task, students cut out shapes from a folded piece of paper to recreate a pattern of symmetrical shapes.

Students enlarge a shape on a grid and explore the relationship between scale factor and area.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

Students draw reflections of an object with a mirror line.

Students identify which transformations could have been used one shape onto another.

From two different street sign pictures and their enlargements, students are to identify the scale factor of each enlargement and either a missing length or the missing factor when enlarging the area.

Students enlarge shapes by specified increases in each dimension.

Students continue tessellating patterns which all use the same base shape.

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students use a template to complete three rotations of a bird in the cage. The same template is used to draw the reflection of the bird using the mirror line shown on the cage.

Student identify the direction and amount of rotation a shape has undergone.

Students draw shapes to continue tessellation patterns.

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.