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# MAFS.912.G-CO.1.2

Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
Subject Area: Mathematics
Domain-Subdomain: Geometry: Congruence
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Experiment with transformations in the plane. (Geometry - Supporting Cluster) -

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.

Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes

### TEST ITEM SPECIFICATIONS

• Item Type(s): This benchmark may be assessed using: TI item(s)
• Also assesses:

MAFS.912.G-CO.1.4

• Assessment Limits :
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

• Calculator :

Neutral

• Clarification :
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.

• Stimulus Attributes :
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.

• Response Attributes :
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 #: Sample Item 1
• Question:

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.

• Difficulty: N/A
• Type: TI: Table Item