Your Basket 0 items - £0.00

Students learn how to describe a shape’s reflective symmetry and identify the planes of symmetry in 3D shapes. As learning progresses students perform and describe reflections, rotations, translations and enlargements on a grid.

This unit takes place in Term 6 of Year 7 and follows properties of shapes.

- Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies.
- Use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D.

- A mirror line or tracing paper can be used to check if a shape has a line of reflective symmetry. A mirror line is called a line of reflective symmetry.
- Students tend to find reflections in a diagonal line of symmetry more difficult than those in horizontal or vertical.
- A plane of symmetry bisects a shape into halves that are mirror images of each other.
- A 2D shape has rotational symmetry if it can be rotated so that it fits perfectly on itself in a new position.
- The order of rotational is the number of positions the shape looks the same when it is rotated 360°.
- A translation vector is used to describe a translation.
- To rotate a shape a centre, direction and amount of turn is needed. Students should use tracing paper when rotating shapes.
- A positive scale factor greater than 1 increases the size of a shape. A postive scale factor less than one decreases the size. More advanced students should enlarge a shape from a centre.
- Rotations, reflections and translations result in congruent shapes. Enlargements result in similar shapes.

Develop fluency

- Use language and properties precisely to analyse 2-D and 3-D shapes.

Reason mathematically

- Make and test conjectures about patterns and relationships; look for proofs or counter-examples

Begin to reason deductively in geometry including using geometrical constructions

Solve problems

- Begin to model situations mathematically and express the results using a range of formal mathematical representations
- Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

Geometry and measures

- Describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric
- Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures
- Identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids
- Interpret mathematical relationships both algebraically and geometrically.

July 28, 2020

Practical tips and advice for preparing to teach in year group bubbles.

July 22, 2020

Students are challenged to apply the rules of arithmetic to a series of real-life, functional problems.

July 20, 2020

As we approach the start of the next term I thought I would share some tips on behaviour management in a mathematics lesson. These are things that I have picked up over the years and have worked well for me. I am sure there are opposing viewpoints and you may find some of these tips […]