MA.912.GR.2.6

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Apply rigid transformations to map one figure onto another to justify that the two figures are congruent.

Clarifications

Clarification 1: Instruction includes showing that the corresponding sides and the corresponding angles are congruent.
General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 912
Strand: Geometric Reasoning
Standard: Apply properties of transformations to describe congruence or similarity.
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.6: Use rigid transformations that includes translations or reflections to map one figure onto another to show that the two figures are congruent.

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

Congruent Trapezoids:

Students will determine whether two given trapezoids are congruent.

Type: Formative Assessment

Transform This:

Students are asked to translate and rotate a triangle in the coordinate plane and explain why the pre-image and image are congruent.

Type: Formative Assessment

Proving the Alternate Interior Angles Theorem:

In a diagram involving two parallel lines and a transversal, students are asked to use rigid motion to prove that alternate interior angles are congruent.

Type: Formative Assessment

Showing Triangles Congruent Using Rigid Motion:

Students are asked to use the definition of congruence in terms of rigid motion to show that two triangles are congruent in the coordinate plane.

Type: Formative Assessment

Justifying SSS Congruence:

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

Type: Formative Assessment

Justifying SAS Congruence:

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

Type: Formative Assessment

Justifying ASA Congruence:

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

Type: Formative Assessment

MFAS Formative Assessments

Congruent Trapezoids:

Students will determine whether two given trapezoids are congruent.

Justifying ASA Congruence:

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

Justifying HL Congruence:

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

Justifying SAS Congruence:

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

Justifying SSS Congruence:

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

Proving the Alternate Interior Angles Theorem:

In a diagram involving two parallel lines and a transversal, students are asked to use rigid motion to prove that alternate interior angles are congruent.

Showing Triangles Congruent Using Rigid Motion:

Students are asked to use the definition of congruence in terms of rigid motion to show that two triangles are congruent in the coordinate plane.

Transform This:

Students are asked to translate and rotate a triangle in the coordinate plane and explain why the pre-image and image are congruent.

Student Resources

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Parent Resources

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