Learning intention and success evidence
We are learning to transform a 2D footprint in the coordinate plane and verify the result.
- I state the transformation completely.
- I transform every vertex by the same rule.
- I use side lengths, area or orientation as an error check.
Exact Phase 4 curriculum anchor
- Transforming 2D shapes in the coordinate plane by translation, reflection about a given line of symmetry, and rotation about a given point by a multiple of 90 degrees
Preparation
Print: learner pack page L3. Provide: tracing paper if available. Use the fictional rectangle A(−4,1), B(0,1), C(0,4), D(−4,4); one coordinate unit represents 10 m.
60-minute runsheet
- Whakaoho — predict the invariant (5 min): ask what must stay unchanged under translation, reflection and rotation. Collect side length, angle and area.
- Explicit rules (10 min): model translation by vector (3,−5), reflection in the y-axis and 90° anticlockwise rotation about the origin. Pair each rule with one test point.
- Translation check (15 min): transform ABCD by (3,−5), plot A′B′C′D′ and verify the 4-by-3 unit dimensions remain.
- Compare two moves (20 min): Group A reflects ABCD in the y-axis; Group B rotates it 90° anticlockwise about the origin. Swap results and falsify any point that breaks the stated rule.
- Planning interpretation (7 min): choose which transformation could represent relocation, mirrored access, or a reorientation. Explain why the mathematics alone cannot decide whether a real habitat move is suitable.
- Exit evidence (3 min): correct the claim: “A rotation changes the area because the coordinates change.”
Worked checkpoints
- Translation: A′(−1,−4), B′(3,−4), C′(3,−1), D′(−1,−1).
- Reflection in y-axis: (4,1), (0,1), (0,4), (4,4).
- 90° anticlockwise rotation: (−1,−4), (−1,0), (−4,0), (−4,−4).
Boundary: the curriculum statement specifies rotations by multiples of 90°. Do not substitute the inherited page's unsupported 45° coordinate task.