How do the shapes grow or shrink? What parts can we compare? How can we write the comparison? CPM Materials modified by Mr. Deyo
|
|
|
- Walter Scott
- 5 years ago
- Views:
Transcription
1 Common Core Standard: 8.G.2, 8.G.4 How do the shapes grow or shrink? What parts can we compare? How can we write the comparison? CPM Materials modified by Mr. Deyo
2 Title: IM8 Ch What Sequence Makes Them The Same? Date: Learning Target By the end of the period, I will apply sequences of transformations to show that two figures are similar or congruent. I will demonstrate this by completing Four Square notes and by solving problems in a pair/group activity.
3 Home Work: Sec Desc. Date Due Review & Preview 3 Problems: 6 80, 6 81, 6 85
4
5 Vocabulary 1) Transformation 2) Dilation 3) Similar Figures 4) Congruent Figures
6
7 6.2.4 What Sequence Makes Them The Same? So far in this chapter you have investigated transformations and similar figures. Recall that reflections, rotations, and translations are all special cases of transformations that are called rigid transformations. Today you will investigate how to use transformations to show that two figures are similar. As you work with your team to sort shapes, ask the following questions: How do the shapes grow or shrink? What parts can we compare? How can we write the comparison?
8 6 76. a) Do you think the figures are similar? Why or why not? b) Describe a sequence of transformations (reflections, rotations, translations, and dilations) to change Figure A to Figure B. c) How does your sequence of transformations prove that the figures are similar?
9 6 77. Figures that are congruent are the same shape and the same size. You can also say they have a scale factor of 1. (Translation, Rotation, Reflection, Dilation) Which transformation(s) can you use to show that two figures are congruent? Which transformation(s) will cause figures that are not congruent, but similar?
10 6 78. Angelina and Vee have each made a challenge for you. Begin with Figure A at right, and then follow the steps of their transformations to find the coordinates of the new figure, Figure B. Record your work on the graph. a) Angelina s steps: Reflect the triangle across the x axis. Rotate the triangle about the origin counter clockwise 90º. Dilate the figure by a scale factor of one half (multiply the coordinate of each point by 0.5). b) Vee s steps: Translate the triangle 4 units right and 3 units down. Rotate the triangle clockwise 180º about its top vertex (point). Reflect the triangle across the line x = 3. c) Were your resulting figures congruent, similar, or neither? Explain.
11 6 79. With your team, find a sequence of transformations that will transform Figure C to become Figure D. (Translation, Rotation, Reflection, Dilation)
12 6 80. Look at the two figures on the graph. chapter/ch a) Write directions for translating the original triangle to make the new triangle. b) What are the coordinates of the vertices (corners) of the new shape? (, ) (, ) (, ) c) On your graph, reflect the original triangle over the y axis. What are the coordinates of the new triangle? (, ) (, ) (, )
13 6 81. Hannah thinks the solution to the system below is ( 4, 6). Wirt thinks the solution is (20, 10). 2x 3y = 10 6y = 4x 20 homework/homework/category/cc/textbook/cc3/ chapter/ch6/lesson/6.2.4/problem/6 81 a) Is Hannah correct? b) Is Wirt correct? c) What do the answers to (a) and (b) tell you about the lines in the problem?
14 6 82. Figure 2 of a tile pattern is shown here. If the pattern grows linearly and if Figure 6 has 18 tiles, then find a rule for the pattern. (If needed, make a table and graph the pattern.) y = ( )x + ( ) hom chapter/ch6/lesson/6.2.4/problem x y
15 6 83a,b. Solve the following equations for x, if possible. Check your solutions. chapter/ch6/lesso a) (2 3x) + x = 9 x b) 6 x+2 = 3 4
16 6 83c,d. Solve the following equations for x, if possible. Check your solutions. chapter/ch6/lesso c) d) 5 2(x + 6) = 14 1x 2 4 = 3 1x 3
17 6 84. Kevin found the box plot below in the school newspaper. chapter/c a) Based on the plot, what percent of students watch more than 10 hours of television each week? b) Based on the plot, what percent of students watch less than 5 hours of television each week? c) Can Kevin use the box plot to find the mean (average) number of hours of television students watch each week? If so, what is it? Explain your reasoning.
18 6 85. Solve each equation. Show all work. chapter/ch6/lesson/6. a) b) 0.85x = 200 7x 6 =140
Is there a different way to get the same result? Did we give enough information? How can we describe the position? CPM Materials modified by Mr.
Common Core Standard: 8.G.3 Is there a different way to get the same result? Did we give enough information? How can we describe the position? CPM Materials modified by Mr. Deyo Title: IM8 Ch. 6.2.1 What
How do the shapes grow or shrink? What parts can we compare? How can we write the comparison? CPM Materials modified by Mr. Deyo
Common Core Standard: 8.G.1a, 8.G.1b, 8.G.1c, 8.G.2, 8.G.4 How do the shapes grow or shrink? What parts can we compare? How can we write the comparison? CPM Materials modified by Mr. Deyo Title: IM8 Ch.
Is there a different way to get the same result? Did we give enough information? How can we describe the position? CPM Materials modified by Mr.
Common Core Standard: 8.G.3 Is there a different way to get the same result? Did we give enough information? How can we describe the position? CPM Materials modified by Mr. Deyo Title: IM8 Ch. 6.1.4 What
How do the shapes grow or shrink? What parts can we compare? How can we write the comparison? CPM Materials modified by Mr. Deyo
Common Core Standard: 8.G.4 How do the shapes grow or shrink? What parts can we compare? How can we write the comparison? CPM Materials modified by Mr. Deyo Title: IM8 Ch. 6.2.6 How Do I Find A Missing
Is there a different way to get the same result? Did we give enough information? How can we describe the position? CPM Materials modified by Mr.
Common Core Standard: 8.G.3, 8.G.4 Is there a different way to get the same result? Did we give enough information? How can we describe the position? CPM Materials modified by Mr. Deyo Title: IM8 Ch. 6.2.2
IM 8 Ch How Can I Move A Shape On A Grid (continued) November 15, 2014
Common Core Standard: 8.G.1a, 8.G.1b, 8.G.1c, 8.G.2, 8.G.3, 8.G.4 Is there a different way to get the same result? Did we give enough information? How can we describe the position? CPM Materials modified
The activities here offer you a chance to reflect about what you have learned during this chapter.
The activities here offer you a chance to reflect about what you have learned during this chapter. As you work, look for concepts that you feel very comfortable with, ideas that you would like to learn
Learning Log Title: CHAPTER 6: TRANSFORMATIONS AND SIMILARITY. Date: Lesson: Chapter 6: Transformations and Similarity
Chapter 6: Transformations and Similarity CHAPTER 6: TRANSFORMATIONS AND SIMILARITY Date: Lesson: Learning Log Title: Date: Lesson: Learning Log Title: Chapter 6: Transformations and Similarity Date: Lesson:
What is a solution to both equations? What does it look like? What is the growth pattern? What is the y intercept? CPM Materials modified by Mr.
Common Core Standard: 8.EE.8a What is a solution to both equations? What does it look like? What is the growth pattern? What is the y intercept? CPM Materials modified by Mr. Deyo Title: IM8 Ch. 5.2.1
How can you simplify? How can you get x alone? Is there more than one way to simplify? Is there always a solution? CPM Materials modified by Mr.
Common Core Standard 8.EE.7a, 8.EE.7b How can you simplify? How can you get x alone? Is there more than one way to simplify? Is there always a solution? CPM Materials modified by Mr. Deyo Title: IM8 Ch.
Is the triangle a right triangle? Who is Pythagoras? CPM Materials modified by Mr. Deyo. IM 8 Ch How Can I Find Lengths In Three Dimensions
Common Core Standard: 8.G.7 Is the triangle a right triangle? Who is Pythagoras? CPM Materials modified by Mr. Deyo Title: IM8 Ch. 9.2.6 How Can I Find The Lengths in 3 Dimensions? Date: Learning Target
Study Guide - Chapter 6
8 th Grade Name Date Period Study Guide - Chapter 6 1) Label each quadrant with I, II, III, or IV. 2) Use your knowledge of rotations to name the quadrant that each point below will land in after the rotation
Name: Date: Per: WARM UP
Name: Date: Per: 6.1.1-6.1.3 WARM UP 6-23. In the last three lessons, you have investigated rigid transformations: reflections, rotations, and translations. 1. What happens to a shape when you perform
In this translation, CDE is being translated to the right by the same length as segment AB. What do you think is true about CDE and C'D'E'?
A translation is nothing more than a geometric transformation that slides each point in a figure the same distance in the same direction In this translation, CDE is being translated to the right by the
Unit 14: Transformations (Geometry) Date Topic Page
Unit 14: Transformations (Geometry) Date Topic Page image pre-image transformation translation image pre-image reflection clockwise counterclockwise origin rotate 180 degrees rotate 270 degrees rotate
CCM6+/7+ - Unit 13 - Page 1 UNIT 13. Transformations CCM6+/7+ Name: Math Teacher: Projected Test Date:
CCM6+/7+ - Unit 13 - Page 1 UNIT 13 Transformations CCM6+/7+ Name: Math Teacher: Projected Test Date: Main Idea Pages Unit 9 Vocabulary 2 Translations 3 10 Rotations 11 17 Reflections 18 22 Transformations
Lesson 1. Unit 2 Practice Problems. Problem 2. Problem 1. Solution 1, 4, 5. Solution. Problem 3
Unit 2 Practice Problems Lesson 1 Problem 1 Rectangle measures 12 cm by 3 cm. Rectangle is a scaled copy of Rectangle. Select all of the measurement pairs that could be the dimensions of Rectangle. 1.
Algebra Ch Graphing ax 2 + c. Mr. Deyo
Algebra Ch. 10.1 Graphing ax 2 + c Mr. Deyo Learning Target By the end of the period, students will graph quadratic equations in the form of ax 2 + c. They will demonstrate this by completing Four Square
Input/Output Machines
UNIT 1 1 STUDENT BOOK / Machines LESSON Quick Review t Home c h o o l This is an / machine It can be used to make a growing pattern Each input is multiplied by 9 to get the output If you input 1, the output
Reflections, Translations, and Dilations
Reflections, Translations, and Dilations Step 1: Graph and label the following points on your coordinate plane. A (2,2) B (2,8) C (8,8) D (8,2) Step 2: Step 3: Connect the dots in alphabetical order to
Geometry. Dilations. Talk About It. More Ideas. Formative Assessment
5 Objective Common Core State Standards Dilations A dilation is a transformation that produces an image that is the same shape as the original but of a different size. Dilations with a greater than 1 produce
Transformations. SOL 8.8 Students will be using the 8.8 Transformation Chart for Notes
Transformations SOL 8.8 Students will be using the 8.8 Transformation Chart for Notes Vocabulary Horizontal Axis: x-axis Vertical Axis: y-axis Origin: intersection of the y-axis and the x- axis; point
Geometry. Name. Use AngLegs to model each set of shapes. Complete each statement with the phrase "is" or "is not." Triangle 1 congruent to Triangle 2.
Lesson 1 Geometry Name Use AngLegs to model each set of shapes. Complete each statement with the phrase "is" or "is not." 1. 2. 1 2 1 2 3 4 3 4 Triangle 1 congruent to Triangle 2. Triangle 2 congruent
Course Guide (/8/teachers/teacher_course_guide.html) Print (/8/teachers/print_materials.html) LMS (/8
(http://openupresources.org)menu Close OUR Curriculum (http://openupresources.org) Professional Development (http://openupresources.org/illustrative-mathematics-professional-development) Implementation
Shape & Space Part C: Transformations
Name: Homeroom: Shape & Space Part C: Transformations Student Learning Expectations Outcomes: I can describe and analyze position and motion of objects and shapes by Checking for Understanding identifying
Rigid Motion vs. Non-rigid Motion Transformations
Rigid Motion vs. Non-rigid Motion Transformations What are some things you think of when we say going to a theme park. Have you ever been to a theme park? If so, when and where was it? What was your best
Transformations with Matrices Moved by Matrices
Transformations with Matrices SUGGESTED LEARNING STRATEGIES: Interactive Word Wall, Marking the Text, Summarize/Paraphrase/Retell, Think/Pair/Share, Create Representations ACTIVITY 5.7 Instead of using
MS Algebra Ch Graph ax 2 + bx + c. Mr. Deyo
MS Algebra Ch. 10.2 Graph ax 2 + bx + c Mr. Deyo Learning Target By the end of the period, I will graph quadratic equations in the standard form of y = ax 2 + bx + c. I will demonstrate this by completing
Guided Problem Solving
-1 Guided Problem Solving GPS Student Page 57, Exercises 1 1: Match each rule with the correct translation. A. (x, y) (x, y 1 ) I. P(, 1) P (3, ) B. (x, y) (x 1 3, y) II. Q(3, 0) Q (3, ) C. (x, y) (x 1,
Name: Unit 7 Beaumont Middle School 8th Grade, Introduction to Algebra
Unit 7 Beaumont Middle School 8th Grade, 2015-2016 Introduction to Algebra Name: I can recognize and create reflections on a coordinate grid. I can recognize and create translations on a coordinate grid.
Pre-Algebra HS Semester 2 Practice Exam B
1. A right triangle is shown below. 5 What is the value of x? 1 17 4 169 12 x Figure is not drawn to scale. 4. Which of the following measurements represent a right triangle? I., 4, 5 II. 5, 12, 1 III.
Unit 1 Test Review: Transformations in the Coordinate Plane
Unit 1 Test Review: Transformations in the Coordinate Plane 1. As shown in the diagram below, when hexagon ABCDEF is reflected over line m, the image is hexagon A B C D E F. Under this transformation,
Focus Questions How does the new shape compare to the old shape? How do the coordinates of the new shape compare to the coordinates of the old shape?
Learning Target: Extend their techniques for using integer expressions to record movement on a number line to using expressions to represent movement on the coordinate graph. Practice identifying whether
6.2 Triangle Dilations A Solidify Understanding Task
6.2 Triangle Dilations A Solidify Understanding Task 1. Given ABC, use point M as the center of a dilation to locate the vertices of a triangle that has side lengths that are three times longer than the
Connecticut Curriculum Design Unit Planning Organizer Grade 8 Mathematics Congruence and Similarity
Pacing: 3 weeks Mathematical Practices Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for quality teaching and learning. Practices
Transformations on the Coordinate Plane Halftime Salute
Transformations on the Coordinate Plane SUGGESTED LEARNING STRATEGIES: Questioning the Text, Shared Reading, Visualization ACTIVITY.1 To boost school spirit and get students excited about geometry, the
Students are not expected to work formally with properties of dilations until high school.
Domain: Geometry (G) Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: 8.G.1. Verify experimentally the properties of rotations, reflections,
R(-14, 4) R'(-10, -2) S(-10, 7) S'(-6, 1) T(-5, 4) T'(-1, -2)
1 Transformations Formative Assessment #1 - Translation Assessment Cluster & Content Standards What content standards can be addressed by this formative assessment? 8.G.3 Describe the effect of dilations
Computer Graphics Hands-on
Computer Graphics Hands-on Two-Dimensional Transformations Objectives Visualize the fundamental 2D geometric operations translation, rotation about the origin, and scale about the origin Learn how to compose
Date Target Assignment Done! 2.1 Quiz 2.2 Quiz 2.3 Quiz Unit 2 Test
Name Unit 2 Transformations Target 1: Identify and determine congruent parts given a rigid motion. Target 2: Perform and identify rigid transformations of points, segments, and figures. a. Perform and
Polygons in the Coordinate Plane
Polygons in the Coordinate Plane LAUNCH (8 MIN) Before How can you find the perimeter of the sandbox that the park worker made? During How will you determine whether the park worker s plan for the sandbox
Homework for Section 5.1
Homework for Section 5.1 1. reate the rotation R(T) 2. reate the reflection F(T) of the triangle T shown below 90 degrees of the triangle T shown below across clockwise about the center point of rotation.
2-3. Copy the diagrams below on graph paper. Then draw the result when each indicated transformation is performed.
2-1. Below, ΔPQR was reflected across line l to form ΔP Q R. Copy the triangle and its reflection on graph paper. How far away is each triangle from the line of reflection? Connect points P and P Q and
Mathematics Expectations Page 1 Grade 06
Mathematics Expectations Page 1 Grade 06 Problem Solving Mathematical Process Expectations 6m1 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations,
I can identify reflections, rotations, and translations. I can graph transformations in the coordinate plane.
Page! 1 of! 14 Attendance Problems. 1. Sketch a right angle and its angle bisector. 2. Draw three different squares with (3, 2) as one vertex. 3. Find the values of x and y if (3, 2) = (x + 1, y 3) Vocabulary
12.4 Rotations. Learning Objectives. Review Queue. Defining Rotations Rotations
12.4. Rotations www.ck12.org 12.4 Rotations Learning Objectives Find the image of a figure in a rotation in a coordinate plane. Recognize that a rotation is an isometry. Review Queue 1. Reflect XY Z with
Graphing and Describing 180 Rotations about the Origin (0, 0)
Lesson: Graphing and Describing 180 Rotations about the Origin (0, 0) Day 5 Supplement Lesson Graphing and Describing 180 Rotations about the Origin (0, 0) Teacher Lesson Plan CC Standards 8.G.3 Describe
Warm-up. Translations Using arrow notation to write a rule. Example: 1) Write a rule that would move a point 3 units to the right and 5 units down.
Translations Using arrow notation to write a rule. Example: 1) Write a rule that would move a point 3 units to the right and 5 units down. (x, y) 2) Write a rule that would move a point 6 units down. (x,
Perimeter and Area of Geometric Figures on the Coordinate Plane
Perimeter and Area of Geometric Figures on the Coordinate Plane There are more than 200 national flags in the world. One of the largest is the flag of Brazil flown in Three Powers Plaza in Brasilia. This
4-1 Congruence and Transformations
4-1 Congruence and Transformations Warm Up Lesson Presentation Lesson Quiz Holt Geometry McDougal Geometry Objectives Draw, identify, and describe transformations in the coordinate plane. Use properties
Translations, Reflections, and Rotations
* Translations, Reflections, and Rotations Vocabulary Transformation- changes the position or orientation of a figure. Image- the resulting figure after a transformation. Preimage- the original figure.
Unit 7. Transformations
Unit 7 Transformations 1 A transformation moves or changes a figure in some way to produce a new figure called an. Another name for the original figure is the. Recall that a translation moves every point
ADV Math 8 Unit 1 Study Guide Transformations, Congruence, & Similarity
Name Period ADV Math 8 Unit 1 Study Guide Transformations, Congruence, & Similarity MGSE8.G.1 Verify experimentally the properties of rotations, reflections, and translations: lines are taken to lines
Chapter 5. Transforming Shapes
Chapter 5 Transforming Shapes It is difficult to walk through daily life without being able to see geometric transformations in your surroundings. Notice how the leaves of plants, for example, are almost
Chapter 2: Transformations. Chapter 2 Transformations Page 1
Chapter 2: Transformations Chapter 2 Transformations Page 1 Unit 2: Vocabulary 1) transformation 2) pre-image 3) image 4) map(ping) 5) rigid motion (isometry) 6) orientation 7) line reflection 8) line
Name: 1) Which of the following properties of an object are not preserved under a rotation? A) orientation B) none of these C) shape D) size
Name: 1) Which of the following properties of an object are not preserved under a rotation? A) orientation B) none of these C) shape D) size 2) Under a certain transformation, A B C is the image of ABC.
CC Geometry H Aim #12: How do we do transformations without the use of a coordinate plane?
CC Geometry H im #12: How do we do transformations without the use of a coordinate plane? y o Now: Plot ΔBC with (3,2), B(3,6), and C(6,2) a) Reflect ΔBC over the x axis (r x-axis ) State the coordinates
STANDARDS OF LEARNING CONTENT REVIEW NOTES GEOMETRY. 4 th Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES GEOMETRY 4 th Nine Weeks, 2016-2017 1 OVERVIEW Geometry Content Review Notes are designed by the High School Mathematics Steering Committee as a resource for
4.0 independently go beyond the classroom to design a real-world connection with polygons that represents a situation in its context.
ANDERSON Lesson plans!!! Intro to Polygons 10.17.16 to 11.4.16 Level SCALE Intro to Polygons Evidence 4.0 independently go beyond the classroom to design a real-world connection with polygons that represents
Transformations Worksheet. How many units and in which direction were the x-coordinates of parallelogram ABCD moved? C. D.
Name: Date: 1. Parallelogram ABCD was translated to parallelogram A B C D. 2. A shape is shown below. Which shows this shape transformed by a flip? A. B. How many units and in which direction were the
Composition Transformation
Name: Date: 1. Describe the sequence of transformations that results in the transformation of Figure A to Figure A. 2. Describe the sequence of transformations that results in the transformation of Figure
Transformations and Congruence Test 2 Review
Transformations and Congruence Test 2 Review 1.To understand the different transformations: Be able to define and understand transformations (rotation, reflection, dilation, translation, glide reflection,
Geometry R. Unit 12 Coordinate Geometry. Day Classwork Day Homework Wednesday 3/7 Thursday 3/8 Friday 3/9
Geometry R Unit 12 Coordinate Geometry Day Classwork Day Homework Wednesday 3/7 Thursday 3/8 Friday 3/9 Unit 11 Test Review Equations of Lines 1 HW 12.1 Perimeter and Area of Triangles in the Coordinate
UNIT PLAN. Big Idea/Theme: Polygons can be identified, classified, and described.
UNIT PLAN Grade Level: 5 Unit #: 11 Unit Name Geometry Polygons Time: 15 lessons, 18 days Big Idea/Theme: Polygons can be identified, classified, and described. Culminating Assessment: (requirements of
Handout 1: Viewing an Animation
Handout 1: Viewing an Animation Answer the following questions about the animation your teacher shows in class. 1. Choose one character to focus on. Describe this character s range of motion and emotions,
Applications. 44 Stretching and Shrinking
Applications 1. Look for rep-tile patterns in the designs below. For each design, tell whether the small quadrilaterals are similar to the large quadrilateral. Explain. If the quadrilaterals are similar,
Working with Transformations on the Coordinate Plane
Working with Transformations on the Coordinate Plane Movies create the illusion of movement by showing us 24 images per second. When the human eye processes 24 images per second it is interpreted in our
Study Guide - Geometry
Study Guide - Geometry (NOTE: This does not include every topic on the outline. Take other steps to review those.) Page 1: Rigid Motions Page 3: Constructions Page 12: Angle relationships Page 14: Angle
Matrix Transformations The position of the corners of this triangle are described by the vectors: 0 1 ] 0 1 ] Transformation:
![Matrix Transformations The position of the corners of this triangle are described by the vectors: 0 1 ] 0 1 ] Transformation:](/thumbs/85/92538941.jpg "Matrix Transformations The position of the corners of this triangle are described by the vectors: 0 1 ] 0 1 ] Transformation:")
Matrix Transformations The position of the corners of this triangle are described by the vectors: [ 2 1 ] & [4 1 ] & [3 3 ] Use each of the matrices below to transform these corners. In each case, draw
Investigation: Congruent Figures using Transformations
Investigation: ongruent Figures using Transformations In middle school, you were introduced to concepts about congruence. You learned that a figure is congruent to another if the second can be obtained
MATHEMATICS SUMMER ENRICHMENT ALGEBRA 1
SILVER CREEK MIDDLE SCHOOL MATHEMATICS SUMMER ENRICHMENT ALGEBRA 1 RATIOS AND PROPORTIONAL RELATIONSHIPS Understand unit rates using fractional rates Analyze a table to determine find proportional relationships
Section 12.1 Translations and Rotations
Section 12.1 Translations and Rotations Any rigid motion that preserves length or distance is an isometry. We look at two types of isometries in this section: translations and rotations. Translations A
Unit 3 Similarity Figures and Dilations
Unit 3 Similarity Figures and Dilations Date Target Assignment Done! M 9-25 3.1 3.1 Worksheet T 9-26 3.2 3.2 Worksheet W 9-27 3.1-3.2 3.1-3.2 Review Worksheet R 9-28 Quiz Quiz 3.1-3.2 F 9-29 3.3a 3.3a
6.1.3 How can I describe it?
Name: Date: Per: A# 6.1.3 How can I describe it? Describing Transformations In Lesson 6.1.2, you used words and coordinate points to describe how a triangle moved on a graph. These expressions described
Chapter 8. Properties of Triangles and Quadrilaterals. 02/2017 LSowatsky
Chapter 8 Properties of Triangles and Quadrilaterals 02/2017 LSowatsky 1 8-1A: Points, Lines, and Planes I can Identify and label basic geometric figures. LSowatsky 2 Vocabulary: Point: a point has no
b 1. If he flips the b over to the left, what new letter is formed? Draw a picture to the right.
Name: Date: Student Exploration: Rotations, Reflections, and Translations Vocabulary: image, preimage, reflection, rotation, transformation, translation Prior Knowledge Questions (Do these BEFORE using
AREA OF POLYGONS
AREA OF POLYGONS 5.3.1 5.3.4 Area is the number of non-overlapping square units needed to cover the interior region of a twodimensional figure or the surface area of a three-dimensional figure. For example,
a) A rectangle is cut twice once horizontally and once vertically. The four smaller rectangles have area 45, 25, 15, and x. Find x.
Day 54 1. Opener a) A rectangle is cut twice once horizontally and once vertically. The four smaller rectangles have area 45, 25, 15, and x. Find x. b) Sketch a coordinate plane and connect the points:
Section 5: Introduction to Polygons Part 2
Section 5: Introduction to Polygons Part 2 Topic 1: Compositions of Transformations of Polygons Part 1... 109 Topic 2: Compositions of Transformations of Polygons Part 2... 111 Topic 3: Symmetries of Regular
H.Geometry Chapter 7 Definition Sheet
Section 7.1 (Part 1) Definition of: - A mapping of points in a figure to points in a resulting figure - Manipulating an original figure to get a new figure - The original figure - The resulting figure
Quadrilaterals & Transformations Study Guide
s & Transformations Study Guide What do I need to know for the upcoming Summative Assessment? s Classifications and Properties of: o o Trapezoid o Kite o Parallelogram o Rhombus o Rectangle o Square The
Name Date Class. When the bases are the same and you multiply, you add exponents. When the bases are the same and you divide, you subtract exponents.
2-1 Integer Exponents A positive exponent tells you how many times to multiply the base as a factor. A negative exponent tells you how many times to divide by the base. Any number to the 0 power is equal
Drawing Shapes on a Coordinate Grid
UNIT STUDENT OOK LESSO N Drawing Shapes on a oordinate Grid Quick Review t t Home Sc h o o l To describe the position of a shape on a grid, we use ordered pairs. The numbers in an ordered pair are called
Butterflies, Pinwheels, and Wallpaper
Butterflies, Pinwheels, and Wallpaper Investigation #3: Transforming Coordinates Investigation #4: Dilations and Similar Figures Name Butterflies, Pinwheels and Wallpaper Investigation #3 Transforming
Translations SLIDE. Example: If you want to move a figure 5 units to the left and 3 units up we would say (x, y) (x-5, y+3).
Translations SLIDE Every point in the shape must move In the same direction The same distance Example: If you want to move a figure 5 units to the left and 3 units up we would say (x, y) (x-5, y+3). Note:
Transformations Review. Points that are rotationally symmetrical will be diagonal from each other
1) This figure represents the floor plan of a museum. Rectangles ABGH and LDEK have diagonals that intersect at point N. The designer wants the stairwells to be rotationally symmetric about N. Which pair
Geometry Sixth Grade
Standard 6-4: The student will demonstrate through the mathematical processes an understanding of shape, location, and movement within a coordinate system; similarity, complementary, and supplementary
Math January, Non-rigid transformations. Parent function New function Scale factor
Non-rigid transformations In non-rigid transformations, the shape of a function is modified, either stretched or shrunk. We will call the number which tells us how much it is changed the scale factor,
Lesson 19: Four Interesting Transformations of Functions
Student Outcomes Students examine that a horizontal scaling with scale factor of the graph of corresponds to changing the equation from to 1. Lesson Notes In this lesson, students study the effect a horizontal
Unit 3: Congruence & Similarity
Approximate Time Frame: 6 weeks Connections to Previous Learning: In previous grades, students made scale drawings of geometric figures and solved problems involving angle measure, surface area, and volume.
Unit 1 Transformations in the Coordinate Plane
Unit 1 Transformations in the Coordinate Plane Table of Contents Title Page # Formula Sheet...2 Lesson 1 1: Introduction to Transformations and Rotations 3 Lesson 1 2: Reflections and Translations..9 Lesson
Similarity Formative Assessment 1 - Are They Similar?
1 Similarity Formative Assessment 1 - Are They Similar? Link to Formative Assessment: https://www.illustrativemathematics.org/contentstandards/8/g/a/4/tasks/1946 (Illustrative Math Site) Cluster & Content
$100 $200 $300 $400 $500
Round 2 Final Jeopardy The Basics Get that Angle I Can Transform Ya Triangle Twins Polygon Party Prove It! Grab Bag $100 $100 $100 $100 $100 $100 $100 $200 $200 $200 $200 $200 $200 $200 $300 $300 $300
Math 2 Final Exam Study Guide. Translate down 2 units (x, y-2)
Math 2 Final Exam Study Guide Name: Unit 2 Transformations Translation translate Slide Moving your original point to the left (-) or right (+) changes the. Moving your original point up (+) or down (-)
Shapes & Transformations and Angles & Measurements Spatial Visualization and Reflections a.) b.) c.) d.) a.) b.) c.)
Chapters 1 & 2 Team Number Name Shapes & Transformations and Angles & Measurements 1.2.1 Spatial Visualization and Reflections 1-47. d.) 1-48. 1-49. 1-50. 1-51. d.) 1-52. On the axes at right, graph the
Math Geometry FAIM 2015 Form 1-A [ ]
![Math Geometry FAIM 2015 Form 1-A [ ]](/thumbs/80/81205175.jpg "Math Geometry FAIM 2015 Form 1-A [ ]")
Math Geometry FAIM 2015 Form 1-A [1530458] Student Class Date Instructions Use your Response Document to answer question 13. 1. Given: Trapezoid EFGH with vertices as shown in the diagram below. Trapezoid
Transformations & Basic Geometry Vocabulary
Transformations & Basic Geometry Vocabulary Key Terms and Concepts Name: Date: Period: Rigid Transformations Toolkit Key Vocabulary- Give a precise definition of each term Parallel lines: Perpendicular
Dilations With Matrices
About the Lesson In this activity, students use matrices to perform dilations centered at the origin of triangles. As a result, students will: Explore the effect of the scale factor on the size relationship
Martinsville City Public Schools. March 2016 MCPS Instructional Department
Martinsville City Public Schools March 2016 MCPS Instructional Department Martinsville City Public Schools Learning Targets at a Glance: 7 th Grade Math Learning Targets at a glance 7 th Grade Math First
Choose a circle to show how much each sentence is like you. Very Unlike Me. Unlike Me. Like Me. 01. I think maths is exciting and interesting.
Choose a circle to show how much each sentence is like you Very Unlike Me Unlike Me Like Me Very Like Me 1 2 3 4 01. I think maths is exciting and interesting. 02. I never get tired of doing maths. 03.