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.912.GCO.2.6
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Formative Assessments
Lesson Plans
ProblemSolving Task
MFAS Formative Assessments
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.
Students are asked to prove two triangles congruent given that all pairs of corresponding sides and angles are congruent.
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.
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.
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
ProblemSolving Task
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: ProblemSolving Task
Parent Resources
ProblemSolving Task
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: ProblemSolving Task