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 assesses:
 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 90degree rotation about the origin,
for a 180degree rotation about the origin,
and for a 270degree 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 use rigid motions to transform figures.Students will predict the effect of a given rigid motion on a given
figure.Students will use the definition of congruence in terms of rigid
motions to determine if two figures are congruent.Students will explain triangle congruence using the definition of
congruence in terms of rigid motions.Students will apply congruence to solve problems.
Students will use congruence to justify steps within the context of a
proof.  Stimulus Attributes :
Items may be set in a realworld or mathematical context.Items may require the student to determine the rigid motions that
show that two triangles are congruent.  Response Attributes :
Items may ask the student to name corresponding angles and/or
sides.Items may require the student to use a function, e.g.,
y=k(f(x+a))+b , to describe a transformation.
In items in which the student must write the line of reflection, any
line may be used.Items may require the student to be familiar with slopeintercept
form of a line, standard form of a line, and pointslope form of a line.Items may require the student to name corresponding angles or
sides.Items may require the student to determine the transformations
required to show a given congruence.Items may require the student to list sufficient conditions to prove
triangles are congruent.Items may require the student to determine if given information is
sufficient for congruence.Items may require the student to give statements to complete formal
and informal proofs.
MAFS.912.GCO.2.7
MAFS.912.GCO.2.8
 Test Item #: Sample Item 1
 Question:
Evelyn is designing a pattern for a quilt using polygon EQFRGSHP shown.
Evelyn transforms EQFRGSHP so that the impage of E is at (2,0) and the image of R is at (6,7). Which transformation could Evelyn have used to show EQFRGSHP and its image are congruent?
 Difficulty: N/A
 Type: MC: Multiple Choice
Related Courses
Related Access Points
Related Resources
Educational Software / Tool
Formative Assessments
Lesson Plans
ProblemSolving Tasks
MFAS Formative Assessments
Students are asked to describe what happens to a triangle after repeated reflections and rotations.
Students are asked to translate and rotate a triangle in the coordinate plane and explain why the preimage and image 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
This activity uses rigid transformations of the plane to explore symmetries of classes of triangles.
Type: ProblemSolving Task
This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focusing on the class of equilaterial triangles
Type: ProblemSolving Task
This task applies reflections to a regular octagon to construct a pattern of four octagons enclosing a quadrilateral: the focus of the task is on using the properties of reflections to deduce that the quadrilateral is actually a square.
Type: ProblemSolving Task
This task applies reflections to a regular hexagon to construct a pattern of six hexagons enclosing a seventh: the focus of the task is on using the properties of reflections to deduce this seven hexagon pattern.
Type: ProblemSolving Task
Parent Resources
ProblemSolving Tasks
This activity uses rigid transformations of the plane to explore symmetries of classes of triangles.
Type: ProblemSolving Task
This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focusing on the class of equilaterial triangles
Type: ProblemSolving Task
This task applies reflections to a regular octagon to construct a pattern of four octagons enclosing a quadrilateral: the focus of the task is on using the properties of reflections to deduce that the quadrilateral is actually a square.
Type: ProblemSolving Task
This task applies reflections to a regular hexagon to construct a pattern of six hexagons enclosing a seventh: the focus of the task is on using the properties of reflections to deduce this seven hexagon pattern.
Type: ProblemSolving Task