Saskatchewan Common Mathematics Assessments
Post Assessment
Outcome: SS9.4 Demonstrate understanding of line and rotation symmetry.
Name: _______________________________________________________
1. Which shapes have exactly one line symmetry?
Level
1
2. Which example shows a reflection of triangle X in the dotted line?
3. Identify the line(s) of symmetry for this tessellation.
2
4. The angle of rotation symmetry for a shape is 60 . What is the order of rotational
symmetry?
Level
2
5. This polygon is one-half of a shape. Use the dotted line as a line of symmetry to
complete the shape by drawing its other half.
6. Which figure shows the rotation image of a circle A after a 135 counter clockwise
rotation about its centre?
7. What is the order of rotational symmetry and angle of rotation symmetry for this design?
a) Order
b) Angle
3
8. Describe the rotational symmetry and line symmetry for this shape.
a) Rotation
b) Line
9. Determine whether the two pentagons are related by any symmetry. Describe each type
of symmetry.
Level
4
10. a) Reflect shape A in the oblique line through (0, 7) and (7, 0). Label the image shape
b) Reflect shape B in the vertical line through 6 on the x-axis. Label the image shape
c) Reflect shape C in the oblique line through (5, 0) and (12, 7). Label the image shape D.
Teacher Section
Teacher Notes: Students will need a ruler and a calculator.
Question
Indicator
Level
Answer Key:
1
2
3
SS9.4 b
SS9.4 a
SS9.4 e
1
1
2
4
5
SS9.4 a
2
2
6
7a
7b
8a
8b
9
SS9.4 d
SS9.4 d
SS9.4 d
SS9.4 d, f
SS9.4 d, f
SS9.4 g,
h
SS9.4 f, h
3
3
3
3
3
4
10
4
Answer
R
Example iv
4 lines of symmetry
6
Figure ii
4
90
Line symmetry
The horizontal line through the centre is a line of reflection
1 line of symmetry: the line through the points (-2,2) and (2,-2): rotational symmetry
of order 2 about the origin
Outcome: SS9.4 Demonstrate understanding of line and rotation symmetry
up to Level 1
Description
of Levels:
(based on
Marzano,
2007)
There is a
partial
understanding
of some of the
simpler details
and processes.
Prior
knowledge is
understood.
Tessellations,
symmetry,
rotation, angle,
Cartesian plane,
Indicators
and
Learning
Targets for
each Level:
Studentfriendly
descriptions
of learning
targets.
up to Level 2
up to Level 3
No major errors or omissions
regarding the simpler details or
processes, but major errors or
omissions regarding the complex
processes may be present.
No major errors or
omissions regarding any of
the information and/or
processes that were
explicitly taught.
This is the target level for
proficiency.
(a) Observe and describe
examples of line and rotation
symmetry in situations relevant to
self, family, or community.
(b) Classify different 2-D shapes
or designs made of 2-D shapes,
according to the number of lines
of symmetry.
(c) Complete a 2-D shape or
design given part of a shape or
design and one or more lines of
symmetry.
(e) Identify a line of symmetry,
or the order and angle of rotation
symmetry, in a given tessellation.
(f) Describe examples of the use
and significance of line and
rotation symmetry in First
Nations and Métis art.
(a) I can see and describe
examples of line and rotation
symmetry in situations relevant to
self, family, or community.
(b) I can arrange different 2-D
shapes or designs made of 2-D
shapes, according to the number
of lines of symmetry.
(c) I can complete a 2-D shape or
design given part of a shape or
design and one or more lines of
symmetry.
(e) I can identify a line of
symmetry, or the order and angle
of rotation symmetry, in a given
tessellation.
(f) I can describe examples of
the use and significance of line
and rotation symmetry in First
Nations and Métis art.
(d) Determine, with
justification, if a given 2-D
shape or design has rotation
symmetry about the point at
the centre of the shape or
design and, if it does, state
the order and angle of
rotation.
(g) Analyze different
transformations of 2-D
shapes on the Cartesian
plane and describe the type
of symmetry, if any, that
results.
(h) Determine whether or
not two 2-D shapes on the
Cartesian plane are related
by either rotation or line
symmetry and explain.
(d) I can determine, with
proof, if a given 2-D shape
or design has rotation
symmetry about the point at
the centre of the shape or
design and, if it does, state
the order and angle of
rotation.
(g) I can study different
transformations of 2-D
shapes on the Cartesian
plane and describe the type
of symmetry, if any, that
results.
(h) I can decide whether or
not two 2-D shapes on the
Cartesian plane are related
by either rotation or line
symmetry and explain
up to Level 4
In addition to
level 3
performance, indepth inferences
and applications
go beyond what
was explicitly
taught.
Understanding of
rotational
symmetry with
3D shapes