![]() They classify triangles and quadrilaterals and represent transformations of these shapes on the Cartesian plane, with and without the use of digital technology. Students use formulas for the area and perimeter of rectangles. VCAA Mathematics glossary: A glossary compiled from subject-specific terminology found within the content descriptions of the Victorian Curriculum Mathematics. VCAA Sample Program: A set of sample programs covering the Victorian Curriculum Mathematics. Identify line and rotational symmetries (VCMMG261) See (VCMMG200)ĭescribe translations, reflections in an axis, and rotations of multiples of 90° on the Cartesian plane using coordinates. The original) provide students with a template of the original (a shape when rotated results in exactly the same shape as To support student understanding of rotational symmetry Which are mirror images) provide students with various shapes That can be split by one straight line resulting in two shapes To support student understanding of line symmetry (a shape When trying to produce a reflection, this will help the student immediately see the required A useful tool is a flat plane mirror – place the mirror on the axis Discuss with students that a reflection will flip the shapeĪlong the axis of symmetry whereas a translation will move the shape left, right, up andĭown but will not flip it. Students can translate the shape onto the other side of the required axisīut do not draw the mirror image. The object as a focus and use that point to count the translation movements or to rotate theĬommon misconceptions from students often include trouble reflecting shapes over the Students will need to be shown that for translations and rotations they first select a point on Object in 90° multiples clockwise or anticlockwise) are different, show examples of each Reflections (mirror image or ‘flipping’ over the x and/or y axis) and rotations (turning an To support student understanding of how translations (movement left, right, up or down), Transformations with the incorporation of the Cartesian plane. Students will extend their understanding of the For example, students may say these parallelograms are not congruent because of their orientation.At this level students can describe translations, reflections and rotations and identify Not recognize congruent figures if they are oriented differently in the plane.How to show two figures are congruent by mapping one figure onto the other using translations, reflections, and rotations. Translations, reflections, and rotations preserve congruency. For example, is the preimage congruent to the image shown in the coordinate plane below? If so, what transformation or sequence of transformations can be used to prove that the preimage and image are congruent? ![]() Pose purposeful questions about congruency and how translations, reflections, and rotations preserve congruency.For example, the task could be cutting out the original figure and performing the necessary transformations to show the resulting figure is congruent to the original figure. Implement tasks that promote problem solving which involve proving two figures are congruent using translations, reflections, and rotations. Develop the ability to communicate mathematically through discussion and writing about strategies used to determine two figures are congruent using translations, reflections, and rotations.Student Actionsĭevelop a deep and flexible conceptual understanding of congruency using translations, reflections, and rotations to prove two figure are congruent. Two figures are congruent if one of the figures can be mapped onto the other using a sequence of transformations including translation, reflection, or rotation. Transforming a two-dimensional figure through translation, reflection, rotation or a combination of these transformations preserves congruency, which means the image is exactly the same as the preimage except for its location and orientation in the plane. 6.GM.4.2 Recognize that translations, reflections, and rotations preserve congruency and use them to show that two figures are congruent. ![]()
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