Translate the Shapes

Year 5 MathsReflection and Translation3 pages

About this worksheet

Translation on a squared grid for Year 5, over two pages plus an answer key. A worked example slides square A 3 right and 2 up to B, with an arrow joining one corner to its new position. Pupils then translate six shapes by instructions such as 4 right, 2 down or 5 right. The shapes are two squares, a right-angled triangle, an L, a triangle and a rectangle. Two written questions and a blank grid for pupils' own shapes finish the sheet. It follows England National Curriculum position and direction.

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Curriculum objectives covered

Geometry - position and direction

โ€œidentify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changedโ€

Questions 1 to 6 have pupils draw the new position after a translation, and question 7 asks whether the shape has changed.

What's inside this worksheet

Worked example

Square A slides 3 right and 2 up to dashed square B. An arrow joins a corner of A to the same corner of B, and a note says to count squares from one vertex.

Translate each shape

Six grids, each with one shape and one instruction: 4 right, 2 down; 3 left, 1 up; 5 right; 2 up; 1 left, 4 down; and 3 right, 3 up. Pupils draw the new position with a ruler.

Think and Explain

Question 7 asks whether a shape changes when it is translated. Question 8 asks how pupils made sure the shape moved the right amount. Each has five lines to write on.

Draw your own

Question 9 gives a blank grid. Pupils draw a shape and translate it 3 right and 2 down, keeping both shapes on the grid.

Answer key

Each translated shape drawn on its grid, with written answers to questions 7 to 9.

How teachers use it

Introducing translation

Work the example on the board first and ask pupils to say which corner they are following. Then start them on question 1.

Differentiation

Questions 3 and 4 move in one direction only, so start less confident pupils there. The other four questions combine two moves.

Plenary

Use question 8 to get pupils sharing how they counted. Then swap question 9 grids and let a partner check the 3 right, 2 down move.

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