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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.
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also assesses:
- Assessment Limits :
Items may require the student to be familiar with using the algebraic
description
for a translation, and
for a dilation when given the center of dilation.Items may require the student to be familiar with the algebraic
description for a 90-degree rotation about the origin,
for a 180-degree rotation about the origin,
and for a 270-degree rotation about the origin,
. Items that use more than one transformation may
ask the student to write a series of algebraic descriptions.Items must not use matrices to describe transformations.
Items must not require the student to use the distance formula.
Items may require the student to find the distance between two
points or the slope of a line.In items that require the student to represent transformations, at
least two transformations should be applied - Calculator :
Neutral
- Clarification :
Students will apply two or more transformations to a given figure to
draw a transformed figure.Students will specify a sequence of transformations that will carry a
figure onto another.Students will describe rotations and reflections that carry a geometric
figure onto itself. - Stimulus Attributes :
Items may be set in a real-world or mathematical context.Items may require the student to provide a sequence of
transformations.Items may require the student to determine if an attribute of a figure
is the same after a sequence of transformations has been applied. - Response Attributes :
Items may require the student to use a function, e.g.,
, to describe a transformation.Items may require the student to give a line of reflection and/or a
degree of rotation that carries a figure onto itself.Items may require the student to draw a figure using a description of
a transformation.Items may require the student to graph a figure using a description of
a rotation and/or reflection.In items in which the student has to write the line of reflection, any
line may be used.Items may require the student to be familiar with slope-intercept
form of a line, standard form of a line, and point-slope form of a line.Items may require the student to write a line of reflection that will
carry a figure onto itself.Items may require the student to give a degree of rotation that will
carry a figure onto itself.
MAFS.912.G-CO.1.3
Related Courses
Related Access Points
Related Resources
Educational Software / Tools
Formative Assessments
Lesson Plans
Perspectives Video: Expert
Perspectives Video: Professional/Enthusiast
Tutorial
Virtual Manipulative
MFAS Formative Assessments
Students are asked to describe the transformations that take one triangle onto another.
Students are asked to describe the transformations that take one triangle onto another.
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
Tutorial
Students will see what happens when a figure is rotated about the origin -270 degrees. Having a foundation about right triangles is recommended before viewing this video.
Type: Tutorial
Virtual Manipulative
In this manipulative activity, you can first get an idea of what each of the rigid transformations look like, and then get to experiment with combinations of transformations in order to map a pre-image to its image.
Type: Virtual Manipulative
