# MA.912.GR.2.3

Identify a sequence of transformations that will map a given figure onto itself or onto another congruent or similar figure.

### Clarifications

Clarification 1: Transformations include translations, dilations, rotations and reflections described using words or using coordinates.

Clarification 2: Within the Geometry course, figures are limited to triangles and quadrilaterals and rotations are limited to 90°, 180° and 270° counterclockwise or clockwise about the center of rotation.

Clarification 3: Instruction includes the understanding that when a figure is mapped onto itself using a reflection, it occurs over a line of symmetry.

General Information
Subject Area: Mathematics (B.E.S.T.)
Strand: Geometric Reasoning
Date Adopted or Revised: 08/20
Status: State Board Approved

## Related Courses

This benchmark is part of these courses.
1200400: Foundational Skills in Mathematics 9-12 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1206310: Geometry (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1206320: Geometry Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1206315: Geometry for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7912065: Access Geometry (Specifically in versions: 2015 - 2022, 2022 and beyond (current))

## Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.912.GR.2.AP.3: Identify a given sequence of transformations, that includes translations or reflections, that will map a given figure onto itself or onto another congruent figure.

## Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

## Formative Assessments

Justifying HL Congruence:

Students are asked to use rigid motion to explain why the HL pattern of congruence ensures right triangle congruence.

Type: Formative Assessment

Two Triangles:

Students are asked to describe the transformations that take one triangle onto another.

Type: Formative Assessment

Indicate the Transformations:

Students are asked to describe the transformations that take one triangle onto another.

Type: Formative Assessment

Similarity - 2:

Students are asked to describe a sequence of transformations to show that two polygons are similar.

Type: Formative Assessment

Similarity - 1:

Students are asked to describe a sequence of transformations to show that two polygons are similar.

Type: Formative Assessment

Similarity - 3:

Students are asked to describe a sequence of transformations that demonstrates two polygons are similar.

Type: Formative Assessment

Multistep Congruence:

Students are asked to describe a sequence of rigid motions to demonstrate the congruence of two polygons.

Type: Formative Assessment

Rigid Motion - 3:

Students are asked to describe a rigid motion to demonstrate two polygons are congruent.

Type: Formative Assessment

Rigid Motion - 2:

Students are asked to describe a rigid motion to demonstrate two polygons are congruent.

Type: Formative Assessment

Rigid Motion - 1:

Students are asked to describe a rigid motion to demonstrate that two polygons are congruent.

Type: Formative Assessment

## Original Student Tutorial

Home Transformations:

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

## Perspectives Video: Professional/Enthusiast

All Circles Are Similar- Especially Circular Pizza!:

What better way to demonstrate that all circles are similar then to use pizzas! Gaines Street Pies explains how all pizza pies are similar through transformations.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

## MFAS Formative Assessments

Indicate the Transformations:

Students are asked to describe the transformations that take one triangle onto another.

Justifying HL Congruence:

Students are asked to use rigid motion to explain why the HL pattern of congruence ensures right triangle congruence.

Multistep Congruence:

Students are asked to describe a sequence of rigid motions to demonstrate the congruence of two polygons.

Rigid Motion - 1:

Students are asked to describe a rigid motion to demonstrate that two polygons are congruent.

Rigid Motion - 2:

Students are asked to describe a rigid motion to demonstrate two polygons are congruent.

Rigid Motion - 3:

Students are asked to describe a rigid motion to demonstrate two polygons are congruent.

Similarity - 1:

Students are asked to describe a sequence of transformations to show that two polygons are similar.

Similarity - 2:

Students are asked to describe a sequence of transformations to show that two polygons are similar.

Similarity - 3:

Students are asked to describe a sequence of transformations that demonstrates two polygons are similar.

Two Triangles:

Students are asked to describe the transformations that take one triangle onto another.

## Original Student Tutorials Mathematics - Grades 9-12

Home Transformations:

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.

## Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

## Original Student Tutorial

Home Transformations:

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

## Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.