[C, CN, PS, V]
| (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. |
| (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. |
| (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. |
| (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. |
| (i) |
Create or provide an art work (such as a painting or dance) that demonstrates line and rotation symmetry, and identify the line(s) of symmetry and the order and angle of rotation. |
