Geometry Expo Challenge

Overview

This final lesson brings together the unit’s learning through retrieval, a transformation relay and a gallery walk. Students explain their mathematical thinking using accurate geometric language, respond to peers and reflect on strategies that helped them retain new ideas.

Learning intentions

• WALT retrieve and apply our learning about nets, transformations and tessellations.
• WALT explain what changes and what stays the same during transformations.
• WALT use mathematical vocabulary to justify geometric decisions.
• WALT give and use helpful feedback about mathematical ideas.

Success criteria

• I can identify and describe a net, a one- or two-step transformation, and a tessellation rule.
• I can explain at least one property that remains unchanged after a transformation.
• I can show my thinking clearly using diagrams, labels and mathematical vocabulary.
• I can give specific, respectful feedback and use it to improve my explanation.

Curriculum links

• Geometry: identify, describe and classify two- and three-dimensional shapes and their properties.
• Geometry: describe and perform translations, reflections and rotations, including sequences of transformations.
• Geometry: investigate patterns, symmetry and tessellations.
• Mathematical communication and reasoning: explain strategies, justify conclusions and respond to others’ ideas.

Lesson structure (60 minutes)

1. 0–8 minutes – Welcome and retrieval challenge Display the opening questions from the Geometry Expo slide deck. Students complete the retrieval quiz and reflection sheet independently: name a suitable net for a solid, identify a transformation, state a tessellation rule and explain one unchanged property. Remind students that this is a retrieval opportunity, not a race.

2. 8–15 minutes – Check, correct and clarify Students compare answers with a partner, then use the slides to discuss solutions. Ask: “How do you know?” and “What evidence is in the diagram?” Address common errors, such as confusing reflection with rotation or assuming a rotated shape has different side lengths. Students correct their own work in a different colour.

3. 15–32 minutes – Transformation relay Arrange groups of five around five stations. At each station, students solve or explain a short task: identify a transformation, carry out a two-step sequence, describe an unchanged property, decide whether a pattern tessellates, or match a solid to a possible net. Provide the 3D Shape Nets Pack at the net station. Rotate groups every three minutes, with one minute to move and read the next prompt. Encourage students to record diagrams and explanations rather than only answers.

4. 32–45 minutes – Prepare the Geometry Expo Groups select or revisit a design from the unit and prepare a small display. Their display must include a labelled diagram, one explanation of a net or tessellation rule, one- or two-step transformation instructions, and a sentence about an unchanged property. Use the Geometry Expo slide deck to show the required format and vocabulary prompts. Students may present collaboratively, with roles such as speaker, diagram reader and question responder.

5. 45–54 minutes – Gallery walk and peer feedback Half the class remains with displays while the other half visits, then swap. Visitors leave one specific comment or question on the worksheet, such as “Your reflection is clear because…” or “Can you explain why this pattern tessellates?” Presenters answer questions using a diagram or demonstration. Remind students to comment on mathematical thinking, not artistic ability.

6. 54–60 minutes – Reflection and next steps Students complete the reflection section of the retrieval quiz and reflection sheet. They identify one idea they can now explain confidently, one strategy that helped them remember, and one question they still have. Finish with a quick oral share: “A property that transformations preserve is…”

Resources

• the Geometry Expo slide deck
• the retrieval quiz and reflection sheet
• the 3D Shape Nets Pack
• Student transformation and tessellation designs from earlier lessons
• Grid paper, plain paper and pencils
• Coloured pencils or markers
• Rulers and scissors
• Blu Tack or tape for displaying work
• Timer

Assessment

• Check retrieval quiz responses for understanding of nets, transformation types, tessellation rules and invariant properties.
• Observe relay explanations and questioning, noting whether students use accurate vocabulary and justify answers.
• Review gallery-walk feedback and reflections to identify concepts requiring further teaching or practice.

Differentiation

• Provide a visual glossary with diagrams and definitions for net, translation, reflection, rotation, tessellation, parallel, angle and unchanged property.
• Pair students strategically and allow collaborative presentation roles; provide sentence starters such as “The shape has changed by…” and “This property is unchanged because…”
• Reduce the number of relay stations or provide partially completed diagrams for students needing support.
• Extend confident students by asking them to peer-review a solution for accuracy, compare two transformation sequences or pose a new challenge problem for another group.