Pattern Makers

Overview

Lesson 7 of 10 in Shape Shifters: Transformations. Students investigate how translation, reflection and rotation can create repeating two-dimensional patterns, then design and explain their own pattern using tiles, grids and a pattern-design app.

Learning intentions

• WALT identify the repeat unit and transformation rule in a geometric pattern.
• WALT use translation, reflection and rotation to create repeating patterns.
• WALT describe line symmetry and rotational symmetry in a pattern.
• WALT communicate a pattern rule clearly using mathematical language.

Success criteria

• I can show the repeat unit in a pattern.
• I can name and demonstrate the transformation used.
• I can identify a line of symmetry or describe rotational symmetry.
• I can explain how someone else could continue my pattern.

Curriculum links

• Geometry: describe and apply transformations of two-dimensional shapes, including translations, reflections and rotations.
• Geometry: identify and describe symmetry and geometric properties in patterns.
• Mathematical communication: use diagrams, symbols and precise mathematical language to explain thinking.
• Key competencies: thinking; using language, symbols and texts; managing self; participating and contributing.

Lesson structure (60 minutes)

1. 0–7 minutes – Hook and notice

Display a striking repeating pattern on the introduction slides and ask: “What would happen if one tile changed direction?” Give students quiet thinking time, then invite observations without naming every transformation immediately. Introduce the goal: pattern makers use a small repeat unit and a rule.

2. 7–15 minutes – Explicit teaching

Use the transformation teaching slides to model a simple shape on a square grid. Show:

• translation: slide the shape without turning it;
• reflection: flip the shape over a mirror line;
• rotation: turn the shape around a fixed point.

Model how to mark the repeat unit, state the rule and check whether the pattern has line or rotational symmetry. Emphasise that the shape and its position must remain accurate.

3. 15–23 minutes – Guided investigation with tiles

Place students in mixed-ability groups of three or four. Provide paper or plastic tiles, grid paper and shape banks. Each group builds a short pattern, identifies its repeat unit and decides which transformation is being used. Groups explain their pattern to a nearby group, who must predict the next two tiles.

4. 23–42 minutes – Independent pattern design

Distribute the pattern design worksheet. Students create one repeating pattern on a grid using a chosen repeat unit. They label the repeat unit, name the transformation, draw an arrow or mirror line where appropriate, and describe any line or rotational symmetry. Students may use the pattern-design app to test and extend their design after drawing it by hand.

5. 42–51 minutes – Partner critique and improve

Partners swap worksheets and use the prompts on the critique slides: “Can I find the repeat unit?”, “Is the transformation clear?”, and “Can I continue the pattern?” The designer explains their rule without pointing initially. Students make one improvement in a different colour, such as correcting spacing, adding a symmetry line or clarifying the written rule.

6. 51–57 minutes – Extension challenge and sharing

Students who finish design a second pattern using two transformation types, such as rotation followed by translation. They write a rule detailed enough for another student to recreate it. Invite two or three students to show their patterns using the sharing slides and compare how different rules can produce organised repeating designs.

7. 57–60 minutes – Plenary and exit check

Show a final unfamiliar pattern on the plenary slides. Students identify the repeat unit and transformation, then give a one-sentence explanation to a partner. Collect worksheets and ask students to complete the final reflection: “The transformation I understand best is… because…”

Resources

• the complete Pattern Makers slide deck, used throughout the lesson
• the pattern design worksheet
• Square grid paper and pencils
• Two-dimensional shape tiles or teacher-prepared paper tiles
• Rulers and coloured pencils
• Small mirrors or mirror-line strips
• Shape banks showing simple triangles, quadrilaterals and irregular shapes
• Pattern-design app or drawing tool on shared devices
• Whiteboard and markers
• the 2D Shape Property Cards for optional shape and symmetry reference

Assessment

• Observe group explanations: students should distinguish sliding, flipping and turning and use the terms translation, reflection and rotation accurately.
• Use the worksheet to assess whether the repeat unit, transformation rule and symmetry features are correctly identified and represented.
• During partner critique, listen for students explaining how a pattern continues rather than only describing what it looks like.

Differentiation

• Support: provide ready-made repeat units, a limited shape bank, pre-drawn grids and sentence frames such as “The shape is translated ___ squares to the ___.” Model one transformation at a time with tiles.
• Support for EAL learners and students requiring additional assistance: pair visual demonstrations with gestures and labelled examples; allow oral recording of the pattern rule; use a peer scribe or enlarged grid.
• Extension: require a pattern using two transformation types and ask students to explain the order of the transformations and identify all visible symmetry.
• Vary challenge through the app: some students repeat a fixed unit, while others create a tessellating design that continues in two directions.