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Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
- Assessment Limits :
Coordinate values of ?? and ?? must be integers. The number of transformations should be no more than two. In items that require the student to draw a transformed figure using a dilation or a rotation, the center of the transformation must be given. - Calculator :
Neutral
- Context :
Allowable
- Test Item #: Sample Item 1
- Question: Triangle ABC is translated 5 units to the right to create triangle A’B’C’.
Use the Connect Line tool to draw triangle A’B’C’.
- Difficulty: N/A
- Type: GRID: Graphic Response Item Display
- Test Item #: Sample Item 2
- Question:
Quadrilateral ABCD is rotated 90° clockwise about the origin to create quadrilateral A’B’C’D’.
Use the Connect Line tool to draw quadrilateral A’B’C’D’.
- Difficulty: N/A
- Type: GRID: Graphic Response Item Display
- Test Item #: Sample Item 3
- Question:
A pentagon is shown.
The pentagon is translated 5 units to the left and then reflected over the x-axis.
Use the Connect Line tool to draw the pentagon after its transformations.
- Difficulty: N/A
- Type: GRID: Graphic Response Item Display
Related Courses
Related Access Points
Related Resources
Educational Software / Tool
Formative Assessments
Lesson Plans
Problem-Solving Tasks
Student Center Activity
Tutorial
Virtual Manipulative
MFAS Formative Assessments
Students are asked to dilate two-dimensional figures in the coordinate plane and identify the coordinates of the vertices of the images.
Students are asked to reflect two-dimensional figures in the coordinate plane and identify the coordinates of the vertices of the images.
Students are asked to rotate two-dimensional figures in the coordinate plane and identify the coordinates of the vertices of the images.
Students are asked to translate two-dimensional figures in the coordinate plane and identify the coordinates of the vertices of the images.
Student Resources
Educational Software / Tool
This virtual manipulative can be used to demonstrate and explore the effect of translation, rotation, and/or reflection on a variety of plane figures. A series of transformations can be explored to result in a specified final image.
Type: Educational Software / Tool
Problem-Solving Tasks
In this resource, students experiment with the reflection of a triangle in a coordinate plane.
Type: Problem-Solving Task
The purpose of this task is for students to apply a reflection to a single point. The standard asks students to apply the effect of a single transformation on two-dimensional figures. Although this problem only applies a reflection to a single point, it has high cognitive demand if the students are prompted to supply a picture. This is because the coordinates of the point (1000,2012) are very large. If students try to plot this point and the line of reflection on the usual x-y coordinate grid, then either the graph will be too big or else the point will lie so close to the line of reflection that it is not clear whether or not it lies on this line. A good picture requires a careful choice of the appropriate region in the plane and the corresponding labels. Moreover, reflections of two-dimensional figures are found by reflecting individual points.
Type: Problem-Solving Task
In this resource, students will decide how to use transformations in the coordinate plane to translate a triangle onto a congruent triangle. Exploratory examples are included to prompt analytical thinking.
Type: Problem-Solving Task
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Tutorial
This video demonstrates the effect of a dilation on the coordinates of a triangle.
Type: Tutorial
Virtual Manipulative
This virtual manipulative is an interactive visual presentation of the rotation of a point around the origin of the coordinate system. The original point can be dragged to different positions and the angle of rotation can be changed with a 90° increment.
Type: Virtual Manipulative
Parent Resources
Problem-Solving Tasks
In this resource, students experiment with the reflection of a triangle in a coordinate plane.
Type: Problem-Solving Task
The purpose of this task is for students to apply a reflection to a single point. The standard asks students to apply the effect of a single transformation on two-dimensional figures. Although this problem only applies a reflection to a single point, it has high cognitive demand if the students are prompted to supply a picture. This is because the coordinates of the point (1000,2012) are very large. If students try to plot this point and the line of reflection on the usual x-y coordinate grid, then either the graph will be too big or else the point will lie so close to the line of reflection that it is not clear whether or not it lies on this line. A good picture requires a careful choice of the appropriate region in the plane and the corresponding labels. Moreover, reflections of two-dimensional figures are found by reflecting individual points.
Type: Problem-Solving Task
In this resource, students will decide how to use transformations in the coordinate plane to translate a triangle onto a congruent triangle. Exploratory examples are included to prompt analytical thinking.
Type: Problem-Solving Task
