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.

Also Assessed:
 Assessment Limits :
The coordinate plane should not be used until MAFS.8.G.1.3. Limit sequences to no more than two transformations. A preimage and image should not include apostrophe notation as this would give away the identification of similarity and congruence. No reference to the definition of congruence or symbols relating to the definition should be used (HS Geometry).  Calculator :
Neutral
 Context :
Allowable
MAFS.8.G.1.1 Verify experimentally the properties of rotations, reflections, and translations:
MAFS.8.G.1.1a Lines are taken to lines, and line segments to line segments of the same length.
MAFS.8.G.1.1b Angles are taken to angles of the same measure.
MAFS.8.G.1.1c Parallel lines are taken to parallel lines.
 Test Item #: Sample Item 1
 Question:
Triangle ABC and its transformation DEF are shown.
What transformation of triangle ABC produced triangle DEF?
 Difficulty: N/A
 Type: MC: Multiple Choice
 Test Item #: Sample Item 2
 Question:
Select all the sequences of transformations that always maintain congruence.
 Difficulty: N/A
 Type: MS: Multiselect
Related Courses
Related Access Points
Related Resources
Educational Software / Tool
Formative Assessments
Lesson Plans
ProblemSolving Tasks
Student Center Activity
Tutorials
MFAS Formative Assessments
Students are asked to describe a sequence of rigid motions to demonstrate the congruence of two polygons.
Students are asked to describe a rigid motion to demonstrate that two polygons are congruent.
Students are asked to describe a rigid motion to demonstrate two polygons are congruent.
Students are asked to describe a rigid motion to demonstrate two polygons are congruent.
Student Resources
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
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: ProblemSolving 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: ProblemSolving 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: ProblemSolving 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
This video introduces the concept of rigid transformation and congruent figures.
Type: Tutorial
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
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: ProblemSolving 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: ProblemSolving 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: ProblemSolving Task