 Lines are taken to lines, and line segments to line segments of the same length.
 Angles are taken to angles of the same measure.
 Parallel lines are taken to parallel lines.
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.

Assessed with:
MAFS.8.G.1.2 Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
MAFS.8.G.1.4 Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar twodimensional figures, describe a sequence that exhibits the similarity between them.
Related Courses
Related Access Points
Related Resources
Educational Game
Educational Software / Tool
Formative Assessments
Lesson Plans
ProblemSolving Tasks
Virtual Manipulative
MFAS Formative Assessments
Students are given the opportunity to experimentally verify the properties of angle transformations (translations, reflections, and rotations).
Students are given the opportunity to experimentally verify the properties of parallel line transformations (translations, reflections, and rotations).
Students are given the opportunity to experimentally verify the properties of segment transformations (translations, reflections, and rotations).
Student Resources
Educational Game
Play this interactive game and determine whether the similar shapes have gone through rotations, translations, or reflections.
Type: Educational Game
Educational Software / Tool
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
ProblemSolving Tasks
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: ProblemSolving 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: ProblemSolving Task
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
ProblemSolving Tasks
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: ProblemSolving 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: ProblemSolving Task