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.

**Number:**MAFS.8.G.1

**Title:**Understand congruence and similarity using physical models, transparencies, or geometry software. (Major Cluster)

**Type:**Cluster

**Subject:**Mathematics - Archived

**Grade:**8

**Domain-Subdomain:**Geometry

## Related Standards

## Related Access Points

## Access Points

## Related Resources

## Educational Game

## Educational Software / Tools

## Formative Assessments

## Image/Photograph

## Lesson Plans

## Original Student Tutorial

## Perspectives Video: Professional/Enthusiast

## Problem-Solving Tasks

## Student Center Activity

## Tutorials

## Virtual Manipulative

## Student Resources

## Original Student Tutorial

Learn to describe a sequence of transformations that will produce similar figures. This interactive tutorial will allow you to practice with rotations, translations, reflections, and dilations.

Type: Original Student Tutorial

## Educational Game

Play this interactive game and determine whether the similar shapes have gone through rotations, translations, or reflections.

Type: Educational Game

## Educational Software / Tools

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

This resource is an online glossary to find the meaning of math terms. Students can also use the online glossary to find words that are related to the word typed in the search box. For example: Type in "transversal" and 11 other terms will come up. Click on one of those terms and its meaning is displayed.

Type: Educational Software / Tool

## Problem-Solving Tasks

In this task students are given a tile pattern involving congruent regular octagons and squares. They are asked to determine the interior angle measure of the octagon and verify the attributes of the square.

Type: Problem-Solving Task

The purpose of this task is for students to find a way to decompose a regular hexagon into congruent figures. This is meant as an instructional task that gives students some practice working with transformations.

Type: Problem-Solving Task

Students' first experience with transformations is likely to be with specific shapes like triangles, quadrilaterals, circles, and figures with symmetry. Exhibiting a sequence of transformations that shows that two generic line segments of the same length are congruent is a good way for students to begin thinking about transformations in greater generality.

Type: Problem-Solving Task

This task has two goals: first to develop student understanding of rigid motions in the context of demonstrating congruence. Secondly, student knowledge of reflections is refined by considering the notion of orientation in part (b). Each time the plane is reflected about a line, this reverses the notions of ''clockwise'' and ''counterclockwise.''

Type: Problem-Solving Task

In this resource, students experiment with successive reflections 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 rigid motions to lines, line segments, and angles. 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 lines, line segments, and angles are all found by reflecting individual points.

Type: Problem-Solving Task

The task is intended for instructional purposes and assumes that students know the properties of rigid transformations described in . Note that the vertices of the rectangles in question do not fall exactly at intersections of the horizontal and vertical lines on the grid. This means that students need to approximate and this provides an extra challenge. Also providing a challenge is the fact that the grids have been drawn so that they are aligned with the diagonal of the rectangles rather than being aligned with the vertical and horizontal directions of the page. However, this choice of grid also makes it easier to reason about the reflections if they understand the descriptions of rigid motions indicated in MAFS.8.G.1.3.

Type: Problem-Solving Task

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

Type: Problem-Solving Task

This task provides us with the opportunity to see how the mathematical ideas embedded in the standards and clusters mature over time. The task "Uses facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure ()" except that it requires students to know, in addition, something about parallel lines, which students will not see until 8th grade. As a result, this task is especially good at illustrating the links between related standards across grade levels.

Type: Problem-Solving Task

This task is ideally suited for instruction purposes where students can take their time and develop several of the Mathematical Practice standards, as the mathematical content is directly related to, but somewhat exceeds, the content of standard on sums of angles in triangles. Careful analysis of the angles requires students to construct valid arguments (MAFS.K12.MP.3.1) using abstract and quantitative reasoning (MAFS.K12.MP.2.1). Producing the picture in part (c) helps students identify a common mathematical argument repeated multiple times (MAFS.K12.MP.8.1). If students use pattern blocks in order to develop the intuition for decomposing the hexagon into triangles, then this is also an example of MAFS.K12.MP.5.1.

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

## Tutorials

Students will investigate symmetry by rotating polygons 180 degrees about their center.

Type: Tutorial

In this video, we find missing angle measures from a variety of examples.

Type: Tutorial

In this tutorial, students are asked to prove two angles congruent when given limited information. Students need to have a foundation of parallel lines, transversals and triangles before viewing this video.

Type: Tutorial

This video introduces the concept of rigid transformation and congruent figures.

Type: Tutorial

This video demonstrates the effect of a dilation on the coordinates of a triangle.

Type: Tutorial

This video shows testing for similarity through transformations.

Type: Tutorial

This video gives the proof of sum of measures of angles in a triangle. This video is beneficial for both Algebra and Geometry students.

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

## Educational Software / Tool

This resource is an online glossary to find the meaning of math terms. Students can also use the online glossary to find words that are related to the word typed in the search box. For example: Type in "transversal" and 11 other terms will come up. Click on one of those terms and its meaning is displayed.

Type: Educational Software / Tool

## Problem-Solving Tasks

In this task students are given a tile pattern involving congruent regular octagons and squares. They are asked to determine the interior angle measure of the octagon and verify the attributes of the square.

Type: Problem-Solving Task

The purpose of this task is for students to find a way to decompose a regular hexagon into congruent figures. This is meant as an instructional task that gives students some practice working with transformations.

Type: Problem-Solving Task

Students' first experience with transformations is likely to be with specific shapes like triangles, quadrilaterals, circles, and figures with symmetry. Exhibiting a sequence of transformations that shows that two generic line segments of the same length are congruent is a good way for students to begin thinking about transformations in greater generality.

Type: Problem-Solving Task

This task has two goals: first to develop student understanding of rigid motions in the context of demonstrating congruence. Secondly, student knowledge of reflections is refined by considering the notion of orientation in part (b). Each time the plane is reflected about a line, this reverses the notions of ''clockwise'' and ''counterclockwise.''

Type: Problem-Solving Task

In this resource, students experiment with successive reflections 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 rigid motions to lines, line segments, and angles. 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 lines, line segments, and angles are all found by reflecting individual points.

Type: Problem-Solving Task

The task is intended for instructional purposes and assumes that students know the properties of rigid transformations described in . Note that the vertices of the rectangles in question do not fall exactly at intersections of the horizontal and vertical lines on the grid. This means that students need to approximate and this provides an extra challenge. Also providing a challenge is the fact that the grids have been drawn so that they are aligned with the diagonal of the rectangles rather than being aligned with the vertical and horizontal directions of the page. However, this choice of grid also makes it easier to reason about the reflections if they understand the descriptions of rigid motions indicated in MAFS.8.G.1.3.

Type: Problem-Solving Task

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

Type: Problem-Solving Task

This task provides us with the opportunity to see how the mathematical ideas embedded in the standards and clusters mature over time. The task "Uses facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure ()" except that it requires students to know, in addition, something about parallel lines, which students will not see until 8th grade. As a result, this task is especially good at illustrating the links between related standards across grade levels.

Type: Problem-Solving Task

This task is ideally suited for instruction purposes where students can take their time and develop several of the Mathematical Practice standards, as the mathematical content is directly related to, but somewhat exceeds, the content of standard on sums of angles in triangles. Careful analysis of the angles requires students to construct valid arguments (MAFS.K12.MP.3.1) using abstract and quantitative reasoning (MAFS.K12.MP.2.1). Producing the picture in part (c) helps students identify a common mathematical argument repeated multiple times (MAFS.K12.MP.8.1). If students use pattern blocks in order to develop the intuition for decomposing the hexagon into triangles, then this is also an example of MAFS.K12.MP.5.1.

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