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MAFS.912.G-CO.2.7

Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

General Information

Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Geometry: Congruence
Cluster: Level 1: Recall
Cluster: Understand congruence in terms of rigid motions. (Geometry - Major 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 Adopted or Revised: 02/14
Content Complexity Rating: Level 1: Recall - More Information
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes

Test Item Specifications

    Assessed with:

    MAFS.912.G-CO.2.6

Related Courses

This benchmark is part of these courses.
1200400: Intensive Mathematics (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1206300: Informal Geometry (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1206310: Geometry (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1206320: Geometry Honors (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
7912060: Access Informal Geometry (Specifically in versions: 2014 - 2015 (course terminated))
1206315: Geometry for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
7912065: Access Geometry (Specifically in versions: 2015 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MAFS.912.G-CO.2.AP.7a: Use definitions to demonstrate congruency and similarity in figures.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Assessments

Sample 1 - High School Geometry State Interim Assessment:

This is a State Interim Assessment for 9th-12th grade.

Type: Assessment

Sample 4 - High School Geometry State Interim Assessment:

This is a State Interim Assessment for 9th-12th grades.

Type: Assessment

Sample 3 - High School Geometry State Interim Assessment:

This is a State Interim Assessment for 9th-12th grade.

Type: Assessment

Sample 2 - High School Geometry State Interim Assessment:

This is a State Interim Assessment for 9th-12th grade.

Type: Assessment

Formative Assessments

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

Proving Congruence Using Corresponding Parts:

Students are asked to prove two triangles congruent given that all pairs of corresponding sides and angles are congruent.

Type: Formative Assessment

Showing Congruence Using Corresponding Parts - 2:

Students are given two triangles in which all pairs of corresponding parts are congruent and are asked to use the definition of congruence in terms of rigid motion to show the triangles are congruent.

Type: Formative Assessment

Showing Congruence Using Corresponding Parts - 1:

Students are given two triangles in which all pairs of corresponding parts are congruent and are asked to use the definition of congruence in terms of rigid motion to show the triangles are congruent.

Type: Formative Assessment

Congruence Implies Congruent Corresponding Parts:

Students are given two congruent triangles and asked to determine the corresponding side lengths and angle measures and to use the definition of congruence in terms of rigid motion to justify their reasoning.

Type: Formative Assessment

Lesson Plans

Coding Geometry Challenge #23 & 24:

This set of geometry challenges focuses on using transformations to show similarity and congruence of polygons and circles. Students problem solve and think as they learn to code using block coding software.  Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor.

Type: Lesson Plan

Match That!:

Students will prove that two figures are congruent based on a rigid motion(s) and then identify the corresponding parts using paragraph proof and vice versa, prove that two figures are congruent based on corresponding parts and then identify which rigid motion(s) map the images.

Type: Lesson Plan

Slip, Slide, Tip, and Turn: Corresponding Angles and Corresponding Sides:

Using the definition of congruence in terms of rigid motion, students will show that two triangles are congruent.

Type: Lesson Plan

Exploring Congruence Using Transformations:

This is an exploratory lesson that elicits the relationship between the corresponding sides and corresponding angles of two congruent triangles.

Type: Lesson Plan

Analyzing Congruence Proofs:

This lesson is intended to help you assess how well students are able to:

  • Work with concepts of congruency and similarity, including identifying corresponding sides and corresponding angles within and between triangles.
  • Identify and understand the significance of a counter-example.
  • Prove, and evaluate proofs in a geometric context.

Type: Lesson Plan

Problem-Solving Task

Reflections and Equilateral Triangles II:

This task gives students a chance to see the impact of reflections on an explicit object and to see that the reflections do not always commute.

Type: Problem-Solving Task

Virtual Manipulative

Congruent Triangles:

This manipulative is a virtual realization of the kind of physical experience that might be available to students given three pieces of straws and told to make them into a triangle. when working with pieces that determine unique triangles (SSS, SAS, ASA). Students construct triangles with the parts provided. After building a red and a blue triangle, students can experience congruence by actually moving one on the top of the other.

Type: Virtual Manipulative

MFAS Formative Assessments

Congruence Implies Congruent Corresponding Parts:

Students are given two congruent triangles and asked to determine the corresponding side lengths and angle measures and to use the definition of congruence in terms of rigid motion to justify their reasoning.

Proving Congruence Using Corresponding Parts:

Students are asked to prove two triangles congruent given that all pairs of corresponding sides and angles are congruent.

Showing Congruence Using Corresponding Parts - 1:

Students are given two triangles in which all pairs of corresponding parts are congruent and are asked to use the definition of congruence in terms of rigid motion to show the triangles are congruent.

Showing Congruence Using Corresponding Parts - 2:

Students are given two triangles in which all pairs of corresponding parts are congruent and are asked to use the definition of congruence in terms of rigid motion to show the triangles 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.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Problem-Solving Task

Reflections and Equilateral Triangles II:

This task gives students a chance to see the impact of reflections on an explicit object and to see that the reflections do not always commute.

Type: Problem-Solving Task

Virtual Manipulative

Congruent Triangles:

This manipulative is a virtual realization of the kind of physical experience that might be available to students given three pieces of straws and told to make them into a triangle. when working with pieces that determine unique triangles (SSS, SAS, ASA). Students construct triangles with the parts provided. After building a red and a blue triangle, students can experience congruence by actually moving one on the top of the other.

Type: Virtual Manipulative

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Problem-Solving Task

Reflections and Equilateral Triangles II:

This task gives students a chance to see the impact of reflections on an explicit object and to see that the reflections do not always commute.

Type: Problem-Solving Task

Virtual Manipulative

Congruent Triangles:

This manipulative is a virtual realization of the kind of physical experience that might be available to students given three pieces of straws and told to make them into a triangle. when working with pieces that determine unique triangles (SSS, SAS, ASA). Students construct triangles with the parts provided. After building a red and a blue triangle, students can experience congruence by actually moving one on the top of the other.

Type: Virtual Manipulative