The Math Learning Center PO Box 12929, Salem, Oregon Math Learning Center

Size: px

Start display at page:

Download "The Math Learning Center PO Box 12929, Salem, Oregon Math Learning Center"

Hollie Arline Tucker
5 years ago
Views:

Resource Overview Quantile Measure: Skill or Concept: 680Q Use models to illustrate or recognize reflections, rotations, and translations of plane figures.

(QT G 620) Excerpted from: The Math Learning Center PO Box 12929, Salem, Oregon 97309 0929 www.mathlearningcenter.org Math Learning Center This resource may be available in other Quantile utilities.

The Quantile Framework for Mathematics, developed by educational measurement and research organization MetaMetrics, comprises more than 500 skills and concepts (called QTaxons) taught from

By matching a student s Quantile measure with the Quantile measure of a mathematical skill or concept, you can determine if the student is ready to learn that skill, needs to learn supporting

1 Resource Overview Quantile Measure: Skill or Concept: 680Q Use models to illustrate or recognize reflections, rotations, and translations of plane figures. (QT G 178) Name polygons by the number of sides. Distinguish quadrilaterals based on properties of their sides or angles. (QT G 620) Excerpted from: The Math Learning Center PO Box 12929, Salem, Oregon Math Learning Center This resource may be available in other Quantile utilities. For full access to these free utilities, visit The Quantile Framework for Mathematics, developed by educational measurement and research organization MetaMetrics, comprises more than 500 skills and concepts (called QTaxons) taught from kindergarten through high school. The Quantile Framework depicts the developmental nature of mathematics and the connections between mathematics content across the strands. By matching a student s Quantile measure with the Quantile measure of a mathematical skill or concept, you can determine if the student is ready to learn that skill, needs to learn supporting concepts first, or has already learned it. For more information and to use free Quantile utilities, visit Park Forty Plaza Drive, Suite 120, Durham, North Carolina METAMETRICS, the METAMETRICS logo and tagline, QUANTILE, QUANTILE FRAMEWORK and the QUANTILE logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The names of other companies and products mentioned herein may be the trademarks of their respective owners.

2 name date Set C2 H Indepent Worksheet 2 Indepent Worksheet Quadrilaterals & Transformations 1a Draw a line from each description to the quadrilateral it describes. b Write each word below in the space beside the figure it best describes. Use each word only once. rectangle parallelogram trapezoid rhombus It has 4 congruent sides and no right angles. It has 2 pairs of congruent sides and no right angles. It has 1 pair of parallel sides. It has 2 pairs of congruent sides and 4 right angles. 2 Use a ruler marked in inches to draw each figure described below. a A parallelogram with 2 sides that are each inches long b A trapezoid with 1 side that is inches long (Continued on back.) Bridges in Mathematics Grade 4 Supplement C2.5

3 Indepent Worksheet 2 Quadrilaterals & Transformations (cont.) 3 The triangles below have been reflected (flipped), rotated (turned), or translated (slid) to make a sequence. Look at each one carefully, and then continue the pattern. a b c 4 Write the letter of the sequence above to answer each question below. a Which sequence shows reflections (flips)? b Which sequence shows rotations (turns)? c Which sequence shows translations (slides)? (Continued on next page.) C2.6 Bridges in Mathematics Grade 4 Supplement

4 name Indepent Worksheet 2 Quadrilaterals & Transformations (cont.) date challenge 5 The trapzoid in each picture has been reflected (flipped), rotated (turned), or translated (slid) three times. Draw a line from each description to the picture it best describes. a The trapezoid has been reflected horizontally three times. b The trapezoid has been rotated 90 degrees three times, going counter-clockwise. c The trapezoid has been translated horizontally, vertically, and then horizontally again. 6 Each transformation above could have been done in just one move instead of three. Describe how you could get the trapezoid from its position to its position with just one flip, slide, or turn. Write in the space next to each picture and draw on the picture to help explain your thinking. a b (Continued on back.) Bridges in Mathematics Grade 4 Supplement C2.7

5 Indepent Worksheet 2 Quadrilaterals & Transformations (cont.) 6c C2.8 Bridges in Mathematics Grade 4 Supplement

The Math Learning Center PO Box 12929, Salem, Oregon Math Learning Center

The Math Learning Center PO Box 12929, Salem, Oregon Math Learning Center Resource Overview Quantile Measure: Skill or Concept: 680Q Identify and name: points, rays, line segments, lines, and planes. (QT G 173) Name polygons by the number of sides. Distinguish quadrilaterals