Worksheet on some simple combined transformations. Final task requires the student to describe the combined transformations as a single transformation. Designed for low ability GCSE group but could make a good introduction for any level.

<p>Powerpoint and matching worksheet to show how we can estimate solutions to simultaneous equation problems using graphs.</p>

Trying to make this accessible to a mid ability group so plenty of repetition. Worksheet to consolidate effect of scale factors on length and area.

Can be used as a starter for AFL. Easily differentiated by doing either the linear or quadratic questions. Could extend the top end by asking about the significance of the intersections between the graphs.

Lots of examples going up to fractional negative enlargements. Could be extended by asking the students to reverse the image and object.

Could be used for a starter or plenary. Trying to get my students to involve algebra in their problem solving skills.

<p>Made for foundation year 11 group. Some extension on second sheet where students will need to re arrange before the sketch.</p>

Worksheet to help students think about the three pieces of information required to describe a rotation.

Basic worksheet for students to think about external angles, internal angles and the sum of the internal angles.

<p>Created for a year 11 foundation group. Examples creating a rotation and then describing a rotation.</p>

<p>Basic sheet for a foundation year 11 group. Mixture of completing transformations to describing transformations.</p>

<p>Made for a foundation group. Inlcudes fractional enlargement.</p>

<p>Worksheet covering plotting of linear equations and showing that the intersect is the simultaneous solution. Extends to rearranging, plotting a fractional gradient and estimating a solution.</p>

Sheet is designed to get students plotting a function, finding its inverse and then plotting that on the same axis. By adding the y-x line, they should see that it creates a line of reflection. <br /> <br /> The extension task is working out why the inverse of some functions is the same as the original function (two examples on this worksheet).

Heavily scaffolded to try and get students to think about using &quot;building blocks&quot; of simple percentages of an amount to find the actual percentage.

Some simple examples to help students reflect a shape in a given line. More challenging questions on the second sheet.

<p>Simple Poweroint presentation to explain how to translate a shape by a given vector, describe a translation using a vector.</p>

<p>Consolidation worksheet to embed equations of tangents line into problem solving style questions. Will need to have understanding of basic trigonometry, Pythagoras as well as equations of tangent lines and perpendicular lines.</p>

<p>Diagnostic questions that can be used to ensure that students can effectively write a vector to describe a translation. Also assessing students understanding of reflections by identifying mistakes and making corrections to examples.</p>

<p>Designed to help students visualise why they have solved a quadratic equation. Some can be factorised but mainly solved using the quadratic formula. Student then uses their solutions to find the roots on the graph.</p>

<p>Starter/recap activity to help students work with column vectors as well as sketching examples to prove resultant vectors (leading into vectors and vector notation)</p>