General Information
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.
Test Item Specifications
MAFS.912.G-CO.1.4
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
Neutral
Students will represent transformations in the plane.
Students will describe transformations as functions that take points in
the plane as inputs and give other points as outputs.
Students will compare transformations that preserve distance and
angle to those that do not.
Students will use definitions of rotations, reflections, and translations
in terms of angles, circles, perpendicular lines, parallel lines, and line
segments.
Items may be set in real-world or mathematical context.
Items may ask the student to determine if a transformation is rigid.
Items may ask the student to determine if steps that are given can be
used to develop a definition of an angle, a circle, perpendicular lines,
parallel lines, or line segments by using rotations, reflections, and
translations.
Items may require the student to give a coordinate of a transformed
figure.
Items may require the student to use a function, e.g.,
, to describe a transformation.
Items may require the student to determine if a verbal description of
a definition is valid.
Items may require the student to determine any flaws in a verbal
description of a definition.
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 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 translation.
Sample Test Items (1)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | Nicole, Jeremy, and Frances each perform a transformation on the triangle RST. Each recorded his or her transformation and the location of S' in the table. Point S of the triangle is located at *5,-7). Complete the table to determine the values of a and b that make the algebraic descriptions of each person's transformation true. |
N/A | TI: Table Item |
Related Courses
Related Resources
Educational Software / Tool
| Name | Description |
| Transformations Using Technology | 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. |
Formative Assessments
| Name | Description |
| Demonstrating Rotations | Students are asked to rotate a quadrilateral 90 degrees clockwise. |
| Transformations And Functions | Students are given examples of three transformations and are asked if each is a function. |
| Comparing Transformations | Students are asked to determine whether or not dilations and reflections preserve distance and angle measure. |
| Demonstrating Translations | Students are asked to translate a quadrilateral according to a given vector. |
| Demonstrating Reflections | Students are asked to reflect a quadrilateral across a given line. |
Lesson Plans
| Name | Description |
| Coding Geometry Challenge #23 & 24 | This set of geometry challenges focuses on using transformations to show similarity and congruence of polygons and circles. Students problem solve and think as they learn to code using block coding software. Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor. |
| Triangles on a Lattice | In this activity, students will use a 3x3 square lattice to study transformations of triangles whose vertices are part of the lattice. The tasks include determining whether two triangles are congruent, which transformations connect two congruent triangles, and the number of non-congruent triangles (with vertices on the lattice) that are possible. |
| Transformations... Geometry in Motion | Students will practice and compare transformations, and then determine which have isometry. Students should have a basic understanding of the rules for each transformation as they will apply these rules in this activity. There is a teacher-led portion in this lesson followed by partner activity. Students will be asked to explain and justify their reasoning, S |
Perspectives Video: Experts
| Name | Description |
| Mathematically Exploring the Wakulla Caves | The tide is high! How can we statistically prove there is a relationship between the tides on the Gulf Coast and in a fresh water spring 20 miles from each other? Download the CPALMS Perspectives video student note taking guide. |
| Knot Theory Entangled in Cellular Biology | This FSU professor describes how knot theory and cellular biology are intertwined. Researchers are still trying to determine how enzyme bridges are able to un-knot long strands of DNA to mitigate potential cell destruction. |
Student Resources
Educational Software / Tool
| Name | Description |
| Transformations Using Technology: | 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. |
Perspectives Video: Expert
| Name | Description |
| Mathematically Exploring the Wakulla Caves: | The tide is high! How can we statistically prove there is a relationship between the tides on the Gulf Coast and in a fresh water spring 20 miles from each other? Download the CPALMS Perspectives video student note taking guide. |