We can mark these points on our grid and then translate them 6 up. We mark all of the corners and move them all 2 squares left first. Here is an example of translating a rectangle 2 left and 6 up. We connect the corners to create the final image. We then move these corners 2 squares down to their final position. We mark the position of the corners after they have been translated 3 squares right. We first move each of the corners of the square 3 squares to the right. When asked to translate a shape both horizontally and vertically, complete the horizontal translation first and then move these points in the vertical direction separately. We will translate this square 3 right and 2 down. Here is an example of translating a shape both vertically and horizontally. It is rare that we will be asked to translate a shape diagonally. In school questions in both primary and secondary school, the translations we are asked to make will involve horizontal and vertical movements. This can be quicker than moving every corner one by one. We can see that with simple shapes, we can just move one corner and then draw the rest of the shape in because the image will be the same size as the original object. We can count up two squares from the bottom corners of the image to find the top corners. The original object was 2 squares long and so, the image will also be 2 squares long. We know that when a shape is translated it does not change size. We know that the bottom right corner will be in line with the bottom left corner. We can move the bottom left corner of the shape 4 squares down. This means that we will move all of the corners of the rectangle 4 squares down. Here is an example of translating a rectangle 4 down. The shape did not rotate and remained in the same orientation. We can see that the final image and the original object are the same size and shape. We can move the three corners one by one. We then move each corner of the triangle 2 squares up. The first step is to mark the three corners of the triangle. Here is an example of translating a triangle 2 up. Join these corners together to draw the shape in its new position.Move each corner to its new position by the amount given.Rather than moving each point inside the shape, we can just move the corners of the shape and then join them together to form the outside of the shape. Every point in the shape has moved the same distance in the same direction. We can see that every point inside the shape has moved 5 squares left. This means that we will move every point on the square 5 squares left. Here is another example of translating a square 5 left. We can see that each corner has been moved 3 squares to the right. It is important that we move each corner separately. We can see that although we have translated this shape by 3 squares to the right, there is only 1 square separating the original object and the translated image. We can see that each corner of the translated shape is 3 squares to the right of where it started.Ī common mistake is to believe that the translated shape and the original shape should be separated by the amount we are translating the shape by. When teaching translations it is important to emphasise that we move each corner of the shape. We can move the rectangle 3 squares to the right by sliding it right one square at a time. The original shape is called the object and the shape that has been translated is called the image.įor example, translating a shape 3 right means to move it 3 squares right. All points in the shape move by exactly the same distance in the same direction. Translating a shape means to move it without rotating it or changing its size.
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