Access Point #: MAFS.912.G-CO.4.AP.12a (Archived Access Point)

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Copy a segment.


Essential Understandings


  • When given a segment, use manipulatives (e.g., compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, tracing paper, patty paper, etc.) to create another segment of equal length.
  • Draw a line with a straightedge.
  • Place a starting point on the line.

    A line segment being copied.
  • Place the point of the compass on point A.
  • Stretch the compass so that the pencil is exactly on B.
  • Without changing the span of the compass, place the compass point on the starting point on the reference line and swing the pencil so that it crosses the reference line.
  • Label the new line segment.
  • Understand the following concepts and vocabulary: segment, reference line and endpoint.
  • A segment is what you would ordinarily think of when you draw a line on a piece of paper. E.g., a segment is a piece of a line. It begins at one point on the line, and ends at another. These points are known as the endpoints of the segment.
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Number: MAFS.912.G-CO.4.AP.12a Category: Access Points
Date Adopted or Revised: 07/14 Cluster: Make geometric constructions. (Geometry - Supporting Cluster)

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.

Related Standards

Name Description
MAFS.912.G-CO.4.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Geometry - Fluency Recommendations

Fluency with the use of construction tools, physical and computational, helps students draft a model of a geometric phenomenon and can lead to conjectures and proofs.

Related Courses

Name Description
1200400: Foundational Skills in Mathematics 9-12
1206310: Geometry
1206320: Geometry Honors
0101340: Three-Dimensional Studio Art 2
0101350: Three-Dimensional Studio Art 3 Honors
0104340: Drawing 1
0104350: Drawing 2
0104360: Drawing 3 Honors
0104370: Painting 1
0104380: Painting 2
0104390: Painting 3 Honors
0109310: Portfolio Development: Drawing-Honors
0109320: Portfolio Development: Two-Dimensional Design Honors
0109330: Portfolio Development: Three-Dimensional Design Honors
0114800: Florida's Preinternational Baccalaureate Art 1
0114810: Florida's Preinternational Baccalaureate Art 2
7912070: Access Mathematics for Liberal Arts
0101355: Creating Two-Dimensional Art
0101365: Creating Three-Dimensional Art
1206315: Geometry for Credit Recovery
1207300: Liberal Arts Mathematics 1
7912065: Access Geometry
0104335: Drawing 1
7967015: Access Drawing 1
0104412: Figure Drawing 2

Related Resources

Element Cards

Name Description
High School Math Element Cards:

Element Cards are available to assist in planning for instruction. They are designed to promote understanding of how students move toward the academic standards. Element Cards contain one or more access points, essential understandings, suggested instructional strategies and suggested supports.

Professional Development

Name Description
Coordinate Plane Content Module:

Content Modules provide explanations and examples of the concepts contained in the academic standards that may be difficult to teach or unfamiliar to special education teachers. They promote an understanding of the concepts so that a teacher can begin to plan how to teach the concepts to students. Content Modules contain potential adaptations, modifications and ideas for Universal Design for Learning.