Shape Transformations

Overview

In this lesson, students learn to identify and describe flips and slides (turns/rotations in simple terms) in pictures and everyday objects. They will practise using mirrors and move-and-test actions to replicate changes.

Learning intentions

• WALT: Identify flips, slides and turns in objects and drawings.
• WALT: Match a description (flip/slide) to what is seen.
• WALT: Use hands-on tools to recreate a transformation.

Success criteria

• I can spot a flip, slide or turn in a shape or picture.
• I can explain (or point to) what changed about the shape’s position or orientation.
• I can recreate a flip or slide using materials (mirror, counters, paper strips) so it matches the model.
• I can record my result using a simple drawing or labels (flip/slide/turn).

Curriculum links

• Students develop understanding of two-dimensional shapes, properties and how shapes can move or be transformed.
• Students use everyday language and simple mathematical descriptions to describe location and movement.
• Students create and follow simple instructions to perform transformations using concrete materials.

Lesson structure (30 minutes)

1. 3 min – Hook with quick “Do you see it?”

• Teacher shows two large cards: one has a shape, the other shows the same shape after a flip or slide.
• Students give a quick thumbs vote: “same?” “flipped?” “slid?” (No long discussion yet—just noticing.)

2. 6 min – Teach: flip vs slide (with a mirror)

• Teacher demonstrates using a paper shape and a handheld mirror.
• Ask: “If we flip the shape, what happens to the left and right?” and model correct language: flip and slide.
• Keep turns simple: show a shape turned to a new direction and name it as a turn/rotation in kid-friendly terms (“spun around”).

3. 8 min – Guided practice: “Move and match” stations

• Class splits into groups of 3–4 with 3 stations.
• Station A (Mirror): Students place a cut-out shape and use the mirror to check a flip.
• Station B (Slide track): Students move a shape along a taped “path” on the floor or table to practise slides.
• Station C (Flip/Turn pictures): Students match picture cards showing a change to the correct label cards: flip, slide, turn.
• Teacher circulates, prompting: “Is it a flip or a slide? What clue tells you?”

4. 6 min – Whole-class “Show me” replication

• Teacher displays a model transformation (e.g., flipped triangle pattern).
• Students use paper squares or pattern strips to recreate it simultaneously.
• Teacher checks success criteria by quickly observing: “Can you get the same result?”

5. 6 min – Independent/paired recording (short and accessible)

• Students choose one transformation from a set (flip, slide, or turn) and complete a two-box recording:
• Box 1: draw the starting shape
• Box 2: draw the transformed shape and add one label word (flip/slide/turn)
• Students who are ready can add a simple sentence frame: “It was a ____ because the ____ changed.”

6. 1 min – Exit ticket: “One word, one proof”

• Students show their work to the teacher or hold up a label card that matches the example on the board.
• They must also point to the part that changed (orientation or position).

Resources

• Large model cards (start shape + transformed shape) showing flip/slide/turn
• Handheld mirrors (or one per small group)
• Cut-out 2D shapes (triangle, rectangle, square, simple pattern shapes)
• Tape “paths” on desks/floor for slide actions
• Pattern strips or grid paper for drawing transformations
• Picture card sets and label cards (flip, slide, turn)
• Student recording sheets (two-box template)
• Coloured pencils/markers (plus one extra pencil for pencil-using students)
• Floor or table area for safe movement of pieces

Assessment

• Observe station work: can students correctly identify and replicate flip/slide/turn?
• Collect the short recording sheet: check accuracy of the transformed drawing and correct use of the label word.
• Use exit ticket: one label plus a quick “point to what changed” to confirm understanding.

Differentiation

• Support for neurodivergent students: provide clear visual steps at each station (1) place start shape, 2) perform transformation, 3) compare; allow extra time and reduce the number of choices.
• Support for EALD students: use gestures (mirror = “flip like a mirror”, slide = “push along the path”); accept pointing, drawing, or single-word responses; use sentence frames only as needed.
• Support for fine-motor needs: offer pre-cut shapes and rulers/straight edges for aligning slides; allow partner assistance.
• Extension for students ready for more: ask them to create two examples of the same transformation (e.g., two different flips) and explain the common feature.

Extension (optional)

• Advanced learners create a short, teacher-supported mini “math talk” using 3 picture cards: they arrange cards in order (start → transformation 1 → transformation 2) and tell whether each change is a flip, slide, or turn, using only label words and pointing to evidence.