If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

G-2D-1-9

Page history last edited by Brenda Butz 6 years, 3 months ago

G.2D.1.9 Use numeric, graphic and algebraic representations of transformations in two dimensions, such as reflections, translations, dilations, and rotations about the origin by multiples of 90 ̊, to solve problems involving figures on a coordinate plane and identify types of symmetry.

In a Nutshell

Both rigid and nonrigid transformations will be presented in this unit. Students will explore reflections, translations, rotations and dilations.

Student Actions	Teacher Actions
Develop a Deep Flexible Conceptual Understanding: Students will be able to explain whether transformation or series of transformations will change the size, location, and/or orientation of a shape. Develop the Ability to Make Conjectures, Models, and Generalizations: Students will make conjectures, models, and generalizations about the transformation(s) an object has undergone after looking at the pre-image of the shape.	Teachers will use and connect mathematical representations by showing a variety of examples of notation that can be used in transformation. Teachers will pose purposeful questions that require students to explain their reasoning or thought process when solving tasks dealing with transformations. Teachers will implement a variety of tasks that allow students to see and use all the types of transformations.
Key Understandings	Misconceptions
Students understand how the different types of transformations of a figure in the plane will result in a congruent or similar figure. Students understand how some transformations can be accomplished by combinations of other types of transformations.	Students, when using rotations, confuse whether to go clockwise or counterclockwise Students, when using translations, confuse the horizontal and vertical movement with which goes with the x-value and the y-value. Students, when using dilations, do not realize that reductions have a fractional factor.