Rotation resources

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

Students identify the centre of rotation and the number of degrees through which a rectangle has been rotated. They then rotate it in a different direction.

Students identify what shapes look like when rotated through half and quarter turns.

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.

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 describe the three transformations an animal picture has gone through, choosing from reflection, rotation, translation, and enlargement.

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

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

Students identify the angles of rotation that enable shapes to fit onto themselves.

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

Students specify the smallest angle of rotation so a shape remains the same.

Students identify which transformation have been used to make different pictures of frogs.

Students identify what transformations are used to continue a pattern.

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

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

Students identify the order of rotational symmetry for a number of shapes.

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

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

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

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

Students identify whether reflection, rotation, or translation best describes how a shape has been transformed.

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 identify place names that children on a map of Pirate Island will be facing after making clockwise or anticlockwise turns.

Students rotate shapes using clockwise and anticlockwise turns.