Translating and reflecting shapes

Draw and translate simple shapes on the coordinate plane; reflect shapes in the axes

How to tell they’ve got it

Tick these off as you see them — no test required.

Translate a triangle 3 units right and 2 units down on a coordinate grid and state the new coordinates
Reflect a shape in the x-axis and list the coordinates of the reflected vertices
Explain how translation changes coordinates (add/subtract) while reflection changes the sign of one coordinate

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Try this together

If your child draws a triangle at coordinates (1, 2), (3, 2), and (2, 4) on a grid, can they then reflect it across the x-axis and tell you the new coordinates of each corner?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Transformations on a gridages 8–12Drawing and describing translations and reflections on coordinate planes is the direct application of transformation diagram skills

Transformations on a Gridages 9–10Coordinate-plane translations/reflections extend Y5 informal transformations

Coordinates (age 10+)ages 10–11Transformations on coordinate plane require four-quadrant coordinates

Translating and reflecting shapesthis skill · ages 10–11

Unlocks

Coordinate Transformationsages 11–14KS3 transformations extend KS2 translation and reflection on coordinate plane

solid = must come firstdashed = helps

Curriculum alignment

Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9M5SP03medium confidenceYear 5 · Space

describe and perform translations, reflections and rotations of shapes, using dynamic geometric software where appropriate; recognise what changes and what remains the same, and identify any symmetries

AC9M4SP03low confidenceYear 4 · Space

recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate

AC9M6SP03low confidenceYear 6 · Space

recognise and use combinations of transformations to create tessellations and other geometric patterns, using dynamic geometric software where appropriate

NSW syllabus codes & stages only

MA2-2DS-02medium confidenceMathematics K-10 · Stage 2

MA3-2DS-01medium confidenceMathematics K-10 · Stage 3

Victorian Curriculum 2.0 codes & levels only

VC2M5SP03medium confidenceMathematics · Level 5 · Space strand

VC2M6SP02low confidenceMathematics · Level 6 · Space strand

VC2M4SP01low confidenceMathematics · Level 4 · Space strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

2-D shapes (age 10+)ages 10–11 3-D shapes (age 10+)ages 10–11 Angles in triangles (age 10+)ages 10–11 Classifying shapes by propertiesages 10–11

All Geometry skills →