Translations (Cambridge (CIE) IGCSE International Maths)

Revision Note

Did this video help you?

Translations

What are transformations in maths?

  • There are four transformations to learn

    • translations, rotations, reflections and enlargements

  • A transformation can change the position, orientation and/or size of a shape

    • The original shape is called the object

    • The transformed shape is called the image

  • Vertices are labelled to show corresponding points

    • Vertices on the object are labelled A, B, C, etc.

    • Vertices on the image are labelled A’, B’, C’ etc.

What is a translation?

  • A translation moves a shape

  • The size and orientation (which way up it is) of the shape stays the same

    • The object and image are congruent

What is a translation vector?

  • The movement of a translation is described by a vector

  • You need to know how to write a translation using a vector (rather than words)

  • Vectors are written as column vectors in the form  stretchy left parenthesis table row bold italic x row bold italic y end table stretchy right parenthesis  where:

    • x is the distance moved horizontally

      • Negative means move to the left

      • Positive means move to the right

    • y is the distance moved vertically

      • Negative means move down

      • Positive means move up

How do I translate a shape?

  • STEP 1

    Interpret the translation vector

    • open parentheses table row 3 row cell negative 1 end cell end table close parentheses  means 3 to the right and 1 down

  • STEP 2
    Move each vertex on the original object according to the vector

  • STEP 3
    Connect the new vertices and label the translated image

    • It should look identical to the original object just in a different position

  • In some cases the image can overlap the object

How do I describe a translation?

  • To describe a translation, you must:

    • State that the transformation is a translation

    • Give the column vector that describes the movement

  • To find the vector:

    • Pick a point on the original shape

    • Identify the corresponding point on the image

    • Count how far left or right (x) you need to go from the object to get to the image

      • If you go to the left then x will be a negative number

    • Count how far up or down (y) you need to go from the object to get to the image

      • If you go down then y will be a negative number

    • Write these numbers as a vector

      • open parentheses table row x row y end table close parentheses

How do I reverse a translation?

  • To return a shape to its original position after a translation

    • the horizontal and vertical translations must both be reversed

  • The column vector to reverse a translation is simply the same as the original vector, but with the sign of both values changed

    • E.g. For a translation described by the column vector open parentheses table row cell negative 2 end cell row 7 end table close parentheses

    • The column vector for the reverse translation is open parentheses table row 2 row cell negative 7 end cell end table close parentheses

Examiner Tips and Tricks

  • The vector is how the shape moves not the size of the gap between the object and the image

    • Watch out for this common error!

  • Use tracing paper to check your answer

Worked Example

(a) On the grid below translate shape P using the vector open parentheses table row cell negative 4 end cell row 5 end table close parentheses.

Label your translated shape P'. 

Grid showing an object P

The vector means "4 to the left" and "5 up"
You don't have to draw in any arrows but it is a good idea to mark your paper after counting across and up a couple of times to check that you are in the correct place

A grid showing the translation of a vertex on an object P

Translating one vertex and then following around the shape one vertex at a time makes it easier to get the shape in exactly the right position!

A grid showing an object P and its translated image P'

(b) Describe fully the single transformation that creates shape B from shape A.

A grid showing an object A and its transformed image B

This is a case where the image overlaps the object
You should still see that the shape is the same size and the same way up so it is a translation
Start at a vertex on the original object that is well away from any overlap area to avoid confusion and count the number of position left/right and up/down that you need to move to reach the corresponding vertex on the translated image
Take care when counting around the axes!

A grid showing the translation of a vertex between an object A and its image B

Shape A has been translated using the vector begin bold style stretchy left parenthesis table row 2 row cell negative 3 end cell end table stretchy right parenthesis end style

(c) A shape has been translated from A to B using the translation vector open parentheses table row 6 row cell negative 8 end cell end table close parentheses.

Write down the vector used to reverse the translation from B to A.

To reverse the translation the shape must be moved in the opposite direction by the same amount

Reverse the signs in the translation vector

stretchy left parenthesis table row cell negative 6 end cell row 8 end table stretchy right parenthesis

Last updated:

You've read 0 of your 5 free revision notes this week

Sign up now. It’s free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Dan Finlay

Author: Dan Finlay

Expertise: Maths Lead

Dan graduated from the University of Oxford with a First class degree in mathematics. As well as teaching maths for over 8 years, Dan has marked a range of exams for Edexcel, tutored students and taught A Level Accounting. Dan has a keen interest in statistics and probability and their real-life applications.

Lucy Kirkham

Author: Lucy Kirkham

Expertise: Head of STEM

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.